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Stories, Games, and Learning through Play: The Affordances of Game Narrative for Education
| Content Provider | Semantic Scholar |
|---|---|
| Author | Slota, Stephen T. Young, Michael F. |
| Copyright Year | 2017 |
| 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. |
| Starting Page | 294 |
| Ending Page | 319 |
| Page Count | 26 |
| File Format | PDF HTM / HTML |
| DOI | 10.4018/978-1-5225-0513-6.ch014 |
| Alternate Webpage(s) | https://www.igi-global.com/viewtitlesample.aspx?id=162066&ptid=147023&t=stories,+games,+and+learning+through+play:+the+affordances+of+game+narrative+for+education |
| Alternate Webpage(s) | https://doi.org/10.4018/978-1-5225-0513-6.ch014 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
