Narrative Development and Instructional Design

2009 ◽  
pp. 1218-1233
Author(s):  
Douglas Williams ◽  
Yuxin Ma ◽  
Charles Richard ◽  
Louise Prejean
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Narrative Structure ◽  
Role Playing ◽  
Hero's Journey ◽  
Narrative Development ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Educational Role ◽  
Key Factor

This chapter explores the challenge of balancing narrative development and instructional design in the creation of an electronic game-based learning environment. Narrative is a key factor in successful commercial games. The hero’s journey is explained and proposed as a model narrative structure for developing educational role-playing games and informing instructional design. Opportunities to embed various instructional strategies within the hero’s journey structure are presented.

Narrative Development and Instructional Design

2011 ◽  
pp. 1069-1084
Author(s):  
Douglas Williams ◽  
Yuxin Ma ◽  
Charles Richard ◽  
Louise Prejean
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Narrative Structure ◽  
Role Playing ◽  
Hero's Journey ◽  
Narrative Development ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Educational Role ◽  
Key Factor

This chapter explores the challenge of balancing narrative development and instructional design in the creation of an electronic game-based learning environment. Narrative is a key factor in successful commercial games. The hero’s journey is explained and proposed as a model narrative structure for developing educational role-playing games and informing instructional design. Opportunities to embed various instructional strategies within the hero’s journey structure are presented.

Gamification and Game-Based Learning

2017 ◽  
Vol 45 (4) ◽  
pp. 499-519 ◽  
Author(s):  
Dimitrios N. Karagiorgas ◽  
Shari Niemann
Keyword(s):  
Serious Games ◽  
Role Playing ◽  
Educational Community ◽  
Game Based Learning ◽  
Learning Tool ◽  
Effective Learning ◽  
Role Playing Games ◽  
Behavioral Requirements ◽  
Massively Multiplayer

In the last 10 years, gaming has evolved to the point that it is now being used as a learning medium to educate students in many different disciplines. The educational community has begun to explore the effectiveness of gaming as a learning tool and as a result two different ways of utilizing games for education have been created: Gamification and serious games. While both methods are used to educate, serious games are meant to provide training and practice without entertaining. Whereas, gamification uses game-like features such as points and similar to serious games are not meant to entertain. This review will provide an overview of gamification and serious games as well as the learning possibilities of noneducational games such as massively multiplayer online role-playing games. Finally, massively multiplayer online role-playing games will be discussed in detail as to whether they can meet the general behavioral requirements of effective learning.

Principles of Educational Digital Game Structure for Classroom Settings

2011 ◽  
pp. 229-239 ◽  
Author(s):  
Youngkyun Baek
Keyword(s):  
Teaching And Learning ◽  
Traditional Instruction ◽  
Role Playing ◽  
Learning By Doing ◽  
Digital Game ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Feedback Learning ◽  
Play Game ◽  
Learning By Discovery

The scope of learning with games is determined by their genre, characteristics and scenarios, or content. Therefore, the frame of a game containing its type and content somewhat confines the activities of players to learn and to play. Game-based learning adopts much of the same interactional techniques that have been used in traditional instruction. Learning with games includes activities such as ‘learning by practice and feedback’, ‘learning by doing’, ‘learning by making mistakes’, ‘learning by discovery’, and ‘learning by role playing’. Games are adopted for classroom based learning to motivate students, to support main curricular activities, to strengthen what is learned, and to summarize and evaluate what is learned. There is no straightforward guideline on how to use a game effectively in classroom settings. However, the instruction for teaching and learning with games needs to be designed before any other actions are taken.

Principles of Educational Digital Game Structure for Classroom Settings

2010 ◽  
pp. 281-292 ◽  
Author(s):  
Youngkyun Baek
Keyword(s):  
Teaching And Learning ◽  
Traditional Instruction ◽  
Role Playing ◽  
Learning By Doing ◽  
Digital Game ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Feedback Learning ◽  
Play Game ◽  
Learning By Discovery

The scope of learning with games is determined by their genre, characteristics and scenarios, or content. Therefore, the frame of a game containing its type and content somewhat confines the activities of players to learn and to play. Game-based learning adopts much of the same interactional techniques that have been used in traditional instruction. Learning with games includes activities such as ‘learning by practice and feedback’, ‘learning by doing’, ‘learning by making mistakes’, ‘learning by discovery’, and ‘learning by role playing’. Games are adopted for classroom based learning to motivate students, to support main curricular activities, to strengthen what is learned, and to summarize and evaluate what is learned. There is no straightforward guideline on how to use a game effectively in classroom settings. However, the instruction for teaching and learning with games needs to be designed before any other actions are taken.

scholarly journals The Interplay between Real Money Trade and Narrative Structure in Massively Multiplayer Online Role-Playing Games

2017 ◽  
Vol 2017 ◽  
pp. 1-8
Author(s):  
Byungchul Park ◽  
Duk Hee Lee
Keyword(s):  
Narrative Structure ◽  
Role Playing ◽  
Real Money ◽  
Role Playing Games ◽  
Ex Post ◽  
The Social ◽  
Main Components ◽  
The Relationship ◽  
Massively Multiplayer

A narrative structure is one of the main components to constitute the genre of Massively Multiplayer Online Role-Playing Games (MMORPGs). Meanwhile Real Money Trade (RMT) enables a player to adjust an ex post level of challenge by skipping the narrative structure of a game. However, RMT may concurrently disturb a player who enjoys game following the narrative structure hierarchically. In pursuance of developing the knowledge about the relationship between RMT and the usage of MMORPG, we investigate the role of the strictness of predetermined narrative structure. We present the dual structure of societies to describe a player that arbitrarily decides to reside in a virtual society. Then we adopt the social nominalism to explain how individual motif of playing a game is expanded to the nature of game. Finally, we argue that a game with weakly predetermined narrative structure is more positively associated with RMT volume, since these games arouse a player’s sentiment of fun by relying more on their socially oriented motivation. With empirical evidence from the Korean MMORPGs market, we proved the hypothesis.

Emerging Paradigms in Legal Education

2011 ◽  
pp. 1019-1035
Author(s):  
Nicola Lettieri ◽  
Ernesto Fabiani ◽  
Antonella Tartaglia Polcini ◽  
Rosario De Chiara ◽  
Vittorio Scarano
Keyword(s):  
Undergraduate Students ◽  
Legal Education ◽  
Role Playing ◽  
Point Of View ◽  
Game Based Learning ◽  
Computer Gaming ◽  
Theoretical Concepts ◽  
Role Playing Games ◽  
Traditional Lectures ◽  
On Line

Over the last years, despite few exceptions, legal education has dropped behind in the use of digital game-based learning methods. Law schools essentially still resort to traditional lectures even though there are evidences that computer gaming simulations can represent an effective practice for both teaching theoretical concepts of law and for training students in acquiring legal skills. This chapter presents a research that is aimed at developing/trying out a new method for legal education based on the use of SGs. Simulex, a learning environment for the creation of on line role playing games simulating trials, will be presented. The main focus of the chapter will be on the analysis of the specific needs of legal education and on describing how these needs have been matched by the development of the project, from the design to the testing phase. Some user testing has been carried out in the specific case of an experimental class of civil procedure law, for undergraduate students. The second part of the work will describe the results of the testing from a didactical, methodological, and technical point of view, also sketching future developments of the experimentation.

scholarly journals Making Sense of Digital Game-Based Learning: A Learning Theory-Based Typology Useful for Teachers

2018 ◽  
Vol 8 (4) ◽  
pp. 1
Author(s):  
Min Lun Wu
Keyword(s):  
Game Design ◽  
Digital Games ◽  
Role Playing ◽  
Subject Area ◽  
Educational Game ◽  
Digital Game ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Making Sense ◽  
Commercial Off The Shelf

Digital game-based learning (DGBL) has gained traction on various educational levels in recent years as educators continue to seek best practices and researchers keep conducting studies to investigate the affordances and constraints of such technology-mediated instruction. This paper discusses the intersections between the historical development of educational digital games and contemporary theories of learning. Resultant from the review, a typology of educational digital games consisting of four genres -- edutainment and educational game applications, serious games, commercial off the shelf and massive multiplayer online role-playing games, and educational game design tools--is devised to help teachers interested in digital games better understand the pedagogical processes and cope with challenges involved in implementing DGBL. The paper concludes with the importance that the implementation of different genres of educational digital games in instruction entails teachers’ usage of different pedagogical strategies in accordance with the chosen game genre and opportunities to teach subject area content.

Effects of Game-Based Learning on Students’ Critical Thinking: A Meta-Analysis

2021 ◽  
pp. 073563312110070
Author(s):  
Weijie Mao ◽  
Yunhuo Cui ◽  
Ming M. Chiu ◽  
Hao Lei
Keyword(s):  
Critical Thinking ◽  
Effect Size ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Role Playing ◽  
Effect Sizes ◽  
Significant Heterogeneity ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Thinking Disposition

As past studies showed mixed results, this meta-analysis determined game-based learning’s overall effect on students’ critical thinking and tested for moderators, using 21 effect sizes from 20 empirical studies of 1,947 participants. The results showed that game-based learning had a significant positive overall effect on students’ critical thinking ( g = 0.863, k = 21) and showed significant heterogeneity among effect sizes. Among game types, role-playing games yielded the largest mean effect size ( g = 1.828, k = 5). The effect size of game-based learning was larger for critical thinking disposition ( g = 1.774, k = 4) than critical thinking skill ( g = 0.661, k = 17). Game-based learning also had a larger effect on students in collectivistic countries ( g = 1.282, k = 10) than those in individualistic countries ( g = 0.432, k = 10). Furthermore, this effect size was larger in later publication years. Lastly, the effect size of game-based learning on critical thinking was larger for studies published in journal articles ( g = 1.154, k = 13) than theses ( g = 0.378, k = 8).

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