Stories, Games, and Learning through Play: The Affordances of Game Narrative for Education

View Sample PDF

Author(s): Stephen T. Slota (University of Connecticut, USA)and Michael F. Young (University of Connecticut, USA)
Copyright: 2017
Pages: 26
Source title: Handbook of Research on Serious Games for Educational Applications
Source Author(s)/Editor(s): Robert Z. Zheng (University of Utah, USA)and Michael K. Gardner (The University of Utah, USA)
DOI: 10.4018/978-1-5225-0513-6.ch014

Keywords: Educational Technologies / Gaming / Information Science Reference / Media & Communications

Purchase

View Stories, Games, and Learning through Play: The Affordances of Game Narrative for Education on the publisher's website for pricing and purchasing information.

Abstract

Stories are the mechanism through which humans construct reality and make sense of the world around them. Yet, literature on the effects of narrative in game-based and other learning environments is quite variable, and the relevance of narrative to the learning sciences is not well-researched. Identifying precisely how narrative intertwines with human experience of the lived-in world requires the application of a situated cognition framework to understand user-content-context interactions as dynamic and co-determined. This chapter uses examples drawn from a narrative-structured, game-based learning program to accomplish that goal, discussing in-context, on-the-fly dialogic interactions between narrative “producers” and “recipients.” While there is still much to learn, the leveraging of narrative to help recipients grapple with complex social, cultural, and intellectual issues may be one of the most important—and overlooked—means of inducing game-to-real world transfer.

The IRMA Community

Research IRM

Stories, Games, and Learning through Play: The Affordances of Game Narrative for Education

Purchase

Abstract

Related Content

IRMA Sponsors