SlideShare a Scribd company logo
A Narrative Game’s Success
Addressing
Gender-based Violence
Ann DeMarle
Champlain College Emergent Media Center,
Associate Dean, Professor, Director
demarle@champlain.edu, @anndemarle
www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame
Wednesday, March 4, 15
THEEMERGENTLANDSCAPE
DIGITALIMAGEMAKING
CAUSESOFEMERGENCE
TECHNOLOGYASADISRUPTIVEFORCE
HUMANINTERFACES
DIGITALSTORYTELLING
EXPERIENCEDESIGN
PLAYANDPARTICIPATION
MEDIAFORSOCIALINNOVATION
COLLABORATIVEPRODUCTION
PUZZLESANDPROTOTYPES
OURHUMANEXPERIENCE
THE EMERGENT LANDSCAPE
DIGITAL IMAGE MAKING
CAUSES OF EMERGENCE
TECHNOLOGY AS A DISRUPTIVE FORCE
HUMAN INTERFACES
DIGITAL STORYTELLING
EXPERIENCE DESIGN
PLAY AND PARTICIPATION
MEDIA FOR SOCIAL INNOVATION
COLLABORATIVE PRODUCTION
PUZZLES AND PROTOTYPES
OUR HUMAN EXPERIENCE
KEVIN MURAKAMI, ’12
Line in Motion
—
This thesis—a
combination of
illustration, animation,
and music composition
—explores life and
storytelling through lines.
JESSICA LYNCH, ’13
From Me to You
—
An exploration of
contemporary culture,
From Me to You aims
to better understand
what we have gained
and lost with the rise of
digital communication
technologies.
CHRISTOPHER
THOMPSON, ’14
Ideation Ecologies
—
Dispelling the
myth of the
“lone creative
genius,” Ideation
Ecologies seeks
the common
threads of
innovators to
promote creativity.
MFA THESIS EXHIBITION
—
The annual show
represents a
culmination of
student studies and
provides a launch
pad to new careers.
Other exhibition
opportunities at local
galleries and art events
are also available.
– HILARY HESS, ’12
“I LEARNED
THE MOST
IMPORTANT
SKILL FOR
CREATIVES
IN THE
NEW
MEDIA
WORLD:
ITERATE,
KEEP
ITERATING.”
“I DISCOVERED AN INNOVATIVE APPROACH TO
THINKING & LEARNING THAT INFORMS MY PROCESS,
REGARDLESS OF THE MEDIUM OR INDUSTRY.”
– CORA LOZINSCHI, ’13
SHOWN ABOVE WITH MFA IN EMERGENT MEDIA PROGRAM DIRECTOR, JOHN BANKS
JONATHANHARRIS
EXHIBITATBURLINGTONCITYARTS
SARAH WEBB
Daily Practice
—
In their first semester,
MFA students take
Foundations of
Digital Image Making
and are assigned a
daily creative practice.
Sarah Webb hand-
lettered overheard
quotes, which she
then digitized for
large format printing.
OVER
90%
OF GRADS
FROM THE
CLASSES
OF 2012
AND 2013
HAVE
FOUND
REWARDING
JOBS DOING
WHAT THEY
LOVE.
MASTEROF
FINEARTSIN
CONTACT:
GRADSCHOOL@CHAMPLAIN.EDU
866.282.7259
SEE THE WORK: EMERGENTWORKS.
EMERGENTMEDIACENTER.COM
ABOUT CHAMPLAIN COLLEGE
—
Located in Burlington, VT, Champlain
College is a private, not-for-profit
college founded in 1878. Our deep
commitment to academic excellence
and student learning is reflected in
our distinctive educational approach:
we integrate the high academic
standards and rigor that characterize
all important learning with the
development of relevant professional
skills through hands-on application in
real-world situations.
14-GRAD-0043-9/14-1K
MASTER OF
FINE ARTS IN
BURLINGTON, VT
BREATHES INSPIRATION
As a student in the MFA in Emergent Media
program, you’ll live, work and create in the beautiful city
of Burlington, Vermont. Here you will find a rare mix of
outstanding natural beauty and a thriving, intellectually-
charged urban environment that boasts highly engaged
and industrious art and tech communities.
Burlington consistently reveals itself to be one of the
most forward-thinking cities in the country. Nationally
identified for its quality of life, Burlington placed #11
in a list of the Top 20 High-Tech Metros by The Atlantic
and makes the grade as one of Techie.com’s “Most
Promising Tech Hubs to Watch.”
Vermont is uniquely positioned between Boston and
Montreal, two explosive regions in the tech and media
world. Boston is known as an international capital of
innovation, boasting leading tech companies such
as Google, Amazon and IDEO. Montreal is home to
Google, as well as over 70 game-related companies
including Ubisoft, A2M, Behaviour Interactive,
Electronic Arts and Eidos.
CHAMPLAIN.EDU/BURLINGTON
“I WAS EAGER
TO DISCOVER
ALL THAT
VERMONT
COULD GIVE
ME. PEOPLE
IN VERMONT
HAVE A SENSE
OF PRIDE,
A STRONG
WORK ETHIC
& THEY
ADORE THEIR
COMMUNITY.
BURLINGTON
HAS MADE
ME A BETTER
PERSON &
I AM HAPPY
TO BE HERE.”
– ANDREA OLSON, ’13
CHURCH STREET
MARKETPLACE
THE KARMA
BIRD HOUSE
AIGA VERMONT
AT SEABA
SOME OF
BURLINGTON'S
GREAT BUSINESSES:
DEALER.COM
MYWEBGROCER
GE HEALTHCARE
POLHEMUS
ASCENSION
TECHNOLOGY
SOLIDARITY OF
UNBRIDLED LABOUR
TAG NEW MEDIA
JNJMOBILE
GIRL DEVELOP IT
VERMONT MAKERS
GENERATOR
GAMETHEORY
SELECT DESIGN
BRANDTHROPOLOGY
MAMAVA
@CCEmergentMedia
Wednesday, March 4, 15
20 Something Hero
@CCEmergentMedia
Wednesday, March 4, 15
20 Something Hero
Wicked Problems “a problem that is difficult or
impossible to solve because of incomplete, contradictory, and changing
requirements that are often difficult to recognize.”
—http://en.wikipedia.org/wiki/Wicked_problem
@CCEmergentMedia
Wednesday, March 4, 15
IBM:
Open Sims Business Solutions
Robert Wood Johnson Foundation Innovation Grant:
University ofVermont
Cystic Fibrosis Breath Biofeedback Games
Ford Foundation:
Yellowwood Associates,
Rural Economic Equity Game
Institute of Museum & Library Service grant:
ECHO Lake & Science Center Lake Quest
Wednesday, March 4, 15
Fast Facts:
• Project Start: 2009
• First 3 episodes launched 2010
• Launched all 13 episodes: 2011
• Facilitator’s Guide 2011
• Hebron, Palestine camp 2012
• El Salvador camp 2013, 2014
• First assessment completed 2014
• 2015 study in process
slideshare.net/anndemarle/
www.breakawaygame.com,
http://breakawaygame.champlain.edu
@breakawaygame
BREAKAWAY: Narrative Success
Wednesday, March 4, 15
Outline:
• Issue & project goals
• Potential of games for social impact
• Challenges
• Applying social theory
• Building the narrative
• Supporting game system
• Study results
slideshare.net/anndemarle/
www.breakawaygame.com,
http://breakawaygame.champlain.edu
@breakawaygame
BREAKAWAY: Narrative Success
Wednesday, March 4, 15
Issue & Goals
Wednesday, March 4, 15
Issue & Goals
Wednesday, March 4, 15
http://www.si.com/nfl/2014/09/11/nfl-players-arrested-domestic-violence-assault
Issue & Goals
Wednesday, March 4, 15
http://www.si.com/nfl/2014/09/11/nfl-players-arrested-domestic-violence-assault
Issue & Goals
Wednesday, March 4, 15
Miranda Pakozdi: sexual
harassment in video game
tournament
http://www.nytimes.com/2012/08/02/us/sexual-harassment-in-online-gaming-stirs-anger.html?emc=eta1
Issue & Goals
Wednesday, March 4, 15
"...a crippling injury
that's never going to
fully heal... a good
solid injury to the
knees. I'd say a brain
damage, but we
don't want to make it
so she ends up too
retarded to fear us."
Parkin, Simon (September 9, 2014). "Zoe Quinn’s Depression Quest". The New Yorker. Retrieved September 15, 2014
Issue & Goals
Wednesday, March 4, 15
“8 men raped the girls.
First 2 were killed with
multiple knife wounds.
The 3rd was held for 24
hours while they asked
for ransom, but when
they couldn’t get the
money they killed her,
too. The 3 were
dismembered. They
were 12, 13 and 14
years old.”"
http://nypost.com/2014/11/06/the-youth-are-theirs-el-salvadors-horrifying-culture-of-gang-rape/
Issue & Goals
Wednesday, March 4, 15
The Issue & Goals
Our Project Goal:
Shift Behaviors in Male Youth
1. Player awareness of the issue
2. Player realizes personal accountability
3. Player changes attitude & behavior
4. Player becomes an advocate for change
Issue & Goals
Wednesday, March 4, 15
Challenge
Wednesday, March 4, 15
Challenge
Wednesday, March 4, 15
Challenge
Wednesday, March 4, 15
Challenge
Wednesday, March 4, 15
Challenge
Wednesday, March 4, 15
Challenge
Wednesday, March 4, 15
Global Audience - Personal Behaviors
• Universal story—theme
• Personal setting—could this be every
boy’s home turf?
• Ethnicity—avoiding stereotyping
• Clothing—religion—cool factor?
• No romantic or sexual implications
• No portrayal of violent actions
• Portrayal of girls
• Language, phrasing, gestures, values...
• Technology—delivery system
• Avoiding boring
Challenge
Wednesday, March 4, 15
Challenge
Wednesday, March 4, 15
Challenge
Wednesday, March 4, 15
http://www.windsorstar.com/Photos+World+soccer+action/3151780/story.html#__federated=1
Do you have what it takes
to be a champion?
The Player Challenge
Challenge
Wednesday, March 4, 15
Challenge
Wednesday, March 4, 15
http://www.windsorstar.com/Photos+World+soccer+action/3151780/story.html#__federated=1
Potential of Games
Wednesday, March 4, 15
http://www.windsorstar.com/Photos+World+soccer+action/3151780/story.html#__federated=1
“...a shield or sorts protecting the fantasy
world from the outside world.”
—Edward Castronova,“Synthetic Worlds”
Potential of Games
Wednesday, March 4, 15
Powerful format for experiential learning.
Potential of Games
Wednesday, March 4, 15
Powerful format for experiential learning.
• Player Choice: Active decision making = critical
thinking
Potential of Games
Wednesday, March 4, 15
Powerful format for experiential learning.
• Player Choice: Active decision making = critical
thinking
• Rules:
Potential of Games
Wednesday, March 4, 15
Powerful format for experiential learning.
• Player Choice: Active decision making = critical
thinking
• Rules:
• Allow clear cause & effect
Potential of Games
Wednesday, March 4, 15
Powerful format for experiential learning.
• Player Choice: Active decision making = critical
thinking
• Rules:
• Allow clear cause & effect
• Cycle of expertise
Potential of Games
Wednesday, March 4, 15
Powerful format for experiential learning.
• Player Choice: Active decision making = critical
thinking
• Rules:
• Allow clear cause & effect
• Cycle of expertise
• Power of Presence:
Potential of Games
Wednesday, March 4, 15
Powerful format for experiential learning.
• Player Choice: Active decision making = critical
thinking
• Rules:
• Allow clear cause & effect
• Cycle of expertise
• Power of Presence:
• Identification with characters
Potential of Games
Wednesday, March 4, 15
Powerful format for experiential learning.
• Player Choice: Active decision making = critical
thinking
• Rules:
• Allow clear cause & effect
• Cycle of expertise
• Power of Presence:
• Identification with characters
• Role playing real life situations
Potential of Games
Wednesday, March 4, 15
Powerful format for experiential learning.
• Player Choice: Active decision making = critical
thinking
• Rules:
• Allow clear cause & effect
• Cycle of expertise
• Power of Presence:
• Identification with characters
• Role playing real life situations
• Personal reflection & storytelling
Potential of Games
Wednesday, March 4, 15
http://virtualmathmuseum.org/Surface/moebius_strip/moebius_strip.html
But is in-game learning
transferable?
Potential of Games
Wednesday, March 4, 15
“The one who enters the temple compound & proceeds to
the sanctuary is imitating the deed of the original hero.”
—Joseph Campbell, “The Hero with a Thousand Faces”
Potential of Games
Wednesday, March 4, 15
“The one who enters the temple compound & proceeds to
the sanctuary is imitating the deed of the original hero.”
—Joseph Campbell, “The Hero with a Thousand Faces”
Potential of Games
Doesn’t this sound like a game?
Wednesday, March 4, 15
“Furthermore, we have not even to risk the adventure alone; for
the heroes of all time have come before us, the labyrinth is fully
known; we have only to follow the thread of the hero-path.”
—Joseph Campbell, “The Hero with a Thousand Faces”
Potential of Games
Wednesday, March 4, 15
Sabido Methodology
Sabido’s “Ven Conmigo”, 1975
Applying Social Theory
Wednesday, March 4, 15
Sabido Methodology
• 1970‘s developed by
Miguel Sabido
Sabido’s “Ven Conmigo”, 1975
Applying Social Theory
Wednesday, March 4, 15
Sabido Methodology
• 1970‘s developed by
Miguel Sabido
• Linear narrative for TV &
radio
Sabido’s “Ven Conmigo”, 1975
Applying Social Theory
Wednesday, March 4, 15
Sabido Methodology
• 1970‘s developed by
Miguel Sabido
• Linear narrative for TV &
radio
• Soap opera style with
cliffhangers for reflection
Sabido’s “Ven Conmigo”, 1975
Applying Social Theory
Wednesday, March 4, 15
Sabido Methodology
• 1970‘s developed by
Miguel Sabido
• Linear narrative for TV &
radio
• Soap opera style with
cliffhangers for reflection
• Narrative 70/30 rule Sabido’s “Ven Conmigo”, 1975
Applying Social Theory
Wednesday, March 4, 15
Sabido Methodology
• Entertainment Education
for Social Change
Applying Social Theory
Wednesday, March 4, 15
Sabido Methodology
• Entertainment Education
for Social Change
• Jungian theory:positive &
negative stereotypes/
archetypes
Applying Social Theory
Wednesday, March 4, 15
Sabido Methodology
• Entertainment Education
for Social Change
• Jungian theory:positive &
negative stereotypes/
archetypes
• Social cognitive theory:
Albert Bandura
Applying Social Theory
Wednesday, March 4, 15
Albert Bandura
“Personal agency operates in a broad
network of socio-structural influences.
Social structures embody rules, resources,
& social sanctions designed to organize,
guide & regulate human affairs. These
social systems are created, implemented, &
altered by human activity.”
—Bandura, 1986, Social Cognitive Theory for Personal & Social Change by Enabling Media, 2002.
http://web.stanford.edu/dept/psychology/bandura/pajares/Bandura2004Media.pdf
Applying Social Theory
Wednesday, March 4, 15
Albert Bandura
“Personal agency operates in a broad
network of socio-structural influences.
Social structures embody rules, resources,
& social sanctions designed to organize,
guide & regulate human affairs. These
social systems are created, implemented, &
altered by human activity.”
—Bandura, 1986, Social Cognitive Theory for Personal & Social Change by Enabling Media, 2002.
http://web.stanford.edu/dept/psychology/bandura/pajares/Bandura2004Media.pdf
Applying Social Theory
Doesn’t this also sound like a game?
Wednesday, March 4, 15
Albert Bandura
Two modes of learning:
• Direct experience of positive & negative rewards
• Social modeling
Chief Motivators:
• Perceived self-efficacy
• Collective efficacy
• Goals & aspirations
• Expectation
• Perceived facilitators &
impediments
http://stanford.edu/dept/psychology/bandura/images/bandura-bobo_doll.jpg
Bandura’s “Bobo doll experiments”, 1961-63
Applying Social Theory
Wednesday, March 4, 15
Sabido Methodology
• Differential Role Modeling:
• Positive
• Negative
• Transitional
Applying Social Theory
Wednesday, March 4, 15
Building the Narrative
Wednesday, March 4, 15
Building the Narrative
Wednesday, March 4, 15
Building the Narrative
Wednesday, March 4, 15
Ingredients for Social Impact in
Building the Narrative
Wednesday, March 4, 15
Ingredients for Social Impact in
• Power of Presence
Building the Narrative
Wednesday, March 4, 15
Ingredients for Social Impact in
• Power of Presence
• Game-based role playing = Bandura’s role modeling
Building the Narrative
Wednesday, March 4, 15
Ingredients for Social Impact in
• Power of Presence
• Game-based role playing = Bandura’s role modeling
• Path of action: Hero’s journey
Building the Narrative
Wednesday, March 4, 15
Ingredients for Social Impact in
• Power of Presence
• Game-based role playing = Bandura’s role modeling
• Path of action: Hero’s journey
• Player choice: Interactivity leads to decision-making & learning
Building the Narrative
Wednesday, March 4, 15
Ingredients for Social Impact in
• Power of Presence
• Game-based role playing = Bandura’s role modeling
• Path of action: Hero’s journey
• Player choice: Interactivity leads to decision-making & learning
• Self-reflection & personal story
Building the Narrative
Wednesday, March 4, 15
Sabido Role modeling in
• Player: Transitional
• Team Captain Tal: Negative
• Star Player Zak: Positive
• Female characters: Neutral
• Supporting teammates
determined by affiliation
• Samuel Eto: Positive
Building the Narrative
Wednesday, March 4, 15
Female characters
• Hanna—familial model
• Reina—collegial model
• Challenges:
• Relationships: romance? savior?
• Clothing
Building the Narrative
Wednesday, March 4, 15
Raina
• Originally neutral—coached by UNFPA:
• Powerful, stands up for herself
• Player solves problem not in-game
characters
• Support rather then save & protect
female characters
• Became:
• Mentor to Hannah
• Role model for girls
Building the Narrative
Wednesday, March 4, 15
Building the Narrative
Samuel Eto
• Walk-in role as himself—champion
for human rights
• Website videos: gender equality
• Obi Wan character:
• Pep talks
• Rewards good sportsmanship
Wednesday, March 4, 15
“Borderline Personality Disorder.” National Institutes of Mental Health. 13 May 2009. 25 March 2010.
http://www.nimh.nih.gov/health/publications/borderline-personality-disorder-fact-sheet/index.shtml
“
“...characterized by pervasive
instability in moods, interpersonal
relationships, self-image, and
behavior. This instability often
disrupts family and work life, long-
term planning, and the individual's
sense of self-identity.”
Tal—Captain: Borderline Personality Disorder
Building the Narrative
Wednesday, March 4, 15
• Manipulative: Cycle of charming
to abusive
• Deep, deep questioning of his
self-worth
• Regards women as inferior
• Towards teammates: shifts from
the positive camaraderie to
negative sense of betrayal
• When not unanimously supported
in his view, triggers disorder.
•
Tal—Captain: Borderline Personality Disorder
Building the Narrative
Wednesday, March 4, 15
Narrative
• Realistic characters
• “Charlie Brown” theory:
Problems children can
handle
• Escalating examples of
abuse
Building the Narrative
Wednesday, March 4, 15
Cycle of Abuse
Lenore E. Walker,
psychologist
founder Domestic
Violence Institute
•
Image: Avanduyn [Public domain], via Wikimedia Commons
Building the Narrative
Wednesday, March 4, 15
http://www.nicnacnoo.com/grimm-s-toys-ball-run-assembly-set.html#.VO-xSN5cz4R
Gender violence
escalates/episodes:
• Patronizing behavior
• Dismissive attitude
• Exclusionary tactics
• Gender discrimination
• Verbal abuse
• Gang humiliation
• Violation of personal property
• Slander
• Separation from friends
• Mild physical violence
• Abduction
• Extreme violence
Building the Narrative
Wednesday, March 4, 15
Player Choice:
• Branching Narrative: Player can always choose to play for or
against gender equality
The player
does not
sabotage Will.
The player
trips Will
during the
game.
The team is
happy that Will
gets to leave on a
good note, but
John is not
pleased with the
player
While the player
is tripping Will,
the ball is stolen
and the other
team scores. The
team is upset at
the player.
The team needs a
replacement. Mary tells the
player about Billy and Kate,
the new kids in town. Mary
accidentally bumps into John,
and he proceeds to playfully
ridicule her.
The player
tells John to
leave her
alone.
The player
ridicules along
with John.
EPISODE 3
John says that the coach has a
list of names including the new
player. John bribes the player
with the reward of becoming
vice-captain if he assists him in
stealing it. The player also
briefly meets Kate.
EPISODE 4
VIOLENCE AGAINST WOMEN
Episodes 3-5:
John’s  demeaning  of  Mary  intensifies  by  a  degree  in  these  episodes, first as he
accidentally bumps into her and ridicules her for being clumsy, and later as he orders her
to fetch him a water bottle. The second female character, Kate, is introduced over the
course of these episodes, but she does not factor into the abuse dynamic just yet.
The player, again, must choose either to stand up for his little sister or instruct
her  to  obey  John’s  command.
CHAPTER 2
Peter comes
along and tells
John  he’s  being  a  
poor role model.
Peter comes
along and tells
the player he
should be a
better brother.
The player
does not help
John.
The player
does what
John says.
John is caught
and the player is
praised for not
following him.
Both John and
the player are
caught. The
player is ridiculed
and shamed.
The new player will join the
team next episode. In the
meantime, the player is invited
by Mary to give Kate a tour of
the town. When John sees
Mary, he forces her to fetch
him a bottle of water.
EPISODE 5
The player
tells John that
he  can’t  order  
Mary around.
The player
tells Mary to
do as John
says.
Mary appreciates
the help, yet John
still persuades
her to do it.
Mary
uncomfortably
and reluctantly
complies.
T WOMEN
key female characters is introduced: Mary, the  player’s  younger  sister—
fan. Over the course of these two episodes, she is mistreated by John,
ve character. This  mistreatment  takes  the  form  of  John’s  demeaning  her  
layer must choose between sticking up for his sister or going along with
y  dismissive  attitude  toward  her.
To  everyone’s  shock, the new
player is not Billy, but Kate.
John makes it apparent that
he believes a girl could never
be a suitable replacement in
what  he  calls  a  “boys  only”  
sport.
The player
ignores  John’s  
insults and
welcomes her.
The player
sides with
John.
EPISODE 6
The question is raised as to
why Kate moved into town.
John comes up with crude
rumors to ruin her reputation.
EPISODE 7
VIOLENCE AGAINST WOMEN
Episodes 6-8:
Kate emerges in these episodes as not merely another female character but the new
player on the team—a  direct  challenge  to  John’s  sense  of  what  girls  can  and  cannot  do,
where they do and do not belong. His refusal to accept her as an equal, despite her
obvious ability, is established as a key dramatic tension that will persist throughout the
game. In expressing his rejection of Kate, John spreads rumors about her designed to
damage her reputation.
The player must choose to accept what is obvious—that Kate is an asset to the
team—or to side with John in marginalizing her. Mary enters the dynamic as the guardian
of a secret with which Kate has entrusted her. This presents the player with another
choice: to wrest the secret from Mary or support her in honoring her duty to her new
friend.
CHAPTER 3
John tries to
make a fool of
Kate, but gets
humiliated when
it  doesn’t  work.
The player is
knocked
unconscious by a
soccer ball during
one  of  John’s  
failed pranks.
The player
talks to Kate
about the
issue
personally.
The player
jeers at Kate
with John.
Kate appreciates
the gesture, but
says  she  isn’t  
ready to talk
about it.
Mary says that
it’s  not  true  and  is  
shocked to find
her brother
making fun of
Kate.
Mary knows the reason why
Kate moved. John attempts to
threaten and charm the player
into giving him information
that’s  not  his  to  know.
EPISODE 8
The player
does not tell
John what
Mary told him.
The player
tells John what
Mary told him.
Kate eventually
comes clean to
the team when
she’s  ready.
Kate is crushed
and no longer
trusts the player.
Most of the team is over
Kate’s  moving  there, but
some  aren’t. Kate drops her
journal while leaving practice
and  one  of  John’s  friends  
steals it and runs off before
she can pick it up.
The player
helps her
retrieve the
journal.
The player
does not help
her retrieve
the journal.
EPISODE 9
John demeans Mary for
always being at the field. John
continues to talk behind her
back. Peter  doesn’t  want  to  
practice if John keeps being a
jerk.
EPISODE 10
VIOLENCE AGAINST WOMEN
Episodes 9-12:
As in previous episodes, John’s  initial  verbal  abuse  of  Kate  finds  physical  form. At one
point, he steals her journal in an effort to humiliate her in front of the team. He also
continues to abuse Mary, who is a consistent presence at the football pitch. She
becomes  a  convenient  target  of  his  anger  as  he  grows  frustrated  with  Kate’s  refusal  to  
quit—and  with  other  players’  support  of  her.
The  player’s  choices  intensify  in  these  episodes. He has the opportunity to
intervene  on  Kate’s  behalf. Likewise, he has the opportunity to defend his sister.
CHAPTER 4
Kate thanks the
player and Peter.
John opens it
before they get it
back. He lies
about reading
something bad.
Peter retrieves it
himself; however
John opens it
before Peter gets
to it. John lies
about reading
something bad.
The player
sides with
Peter.
The player
sides with
John
John refuses to
practice with
someone like
Peter,
John and Peter
argue. Both
refuse to practice
that day.
John tells the player to
convince Kate to come to the
pitch that night for an
“initiation.”  When  she  arrives,
some of the team members
steal her bag and play keep-
away with it.
EPISODE 12
The player
gives it back to
Kate.
The player
keeps the
game going.
Kate thanks the
player, but John
is completely
furious at the
player for ruining
his fun.
Kate steals it
back before the
player completes
the pass. The
player is made
fun of by John
and his friends.
John says that since the
coach  won’t  kick  Kate  off  the  
team, it’s  up  to  the  players  to  
decide. The player must
choose to have Kate leave, or
else John will.
The player
chooses Kate.
The player
chooses John.
EPISODE 11 Kate thanks the
player for
believing in her.
John needs the
team and stays,
but  he  won’t  play  
with Kate.
Kate is hurt, but
the positive
players say if
Kate leaves,
they’ll  leave  as  
well.
Kate has been gone since
she received a phone call at
the end of the last episode.
John is angry that the team
hasn’t  performed  well  since  
Kate left. He trips Mary
spitefully as she walks by.
The player
helps Mary
and asks if
she’s  okay.
The player
laughs at Mary
and calls her
clumsy.
EPISODE 13
Kate shows up briefly, only to
say that she may not be able
to play anymore. John is
excited, but the rest of the
team is at a loss for words. As
it turns out, John and Peter
were once good friends.
EPISODE 14
VIOLENCE AGAINST
Episodes 13-17
John’s  abuse  of
episodes. Soon
her (brief) absen
unkind rumors a
frustration reach
destroying a gift
The  p
John’s  side  or  n
behavior toward
reaches  out  to  th
rumormongering
CHAPTER 5
Mary says that
she’s  okay  and  
that  she’s  proud  
of the player for
not falling into
John’s  crowd.
Mary helps
herself up and
walks off, saying
that the player
has a poor choice
in friends.
Mary returns to the field the
next day with Kate, beaming.
Kate is back. John, enraged,
attempts to take his anger out
on Mary.
EPISODE 16
John has redirected his
attention  to  Mary  in  Kate’s  
absence, and rumors have
started surfacing. Mary seeks
the  player’s  help.
The player
says  that  he’ll  
help Mary.
The player
tells Mary to
stop being a
baby.
EPISODE 15 The player tells
John to back off
and Mary gains
the courage to
put an end to the
rumors once and
for all.
The player
ignores  Mary’s  
plight and Mary
snaps. John
stops the rumors;
he thinks she
isn’t  worth  his  
time.
There is a divide in the team
and the player must choose to
play a grudge match on either
John’s  team  or  Kate’s  side.
EPISODE 17
The player
joins  Kate’s  
side.
The player
joins  John’s  
side.
When the player
wins, John is
humiliated and
slumps off the
field. Kate is
welcomed with
open arms.
The player is
slated to lose.
After the match,
John is
humiliated and
the player is a
joke.
Supporting Game System
Wednesday, March 4, 15
Player Choice:
• Branching Narrative
• Strategic: soccer matches
• Skill-building: training mini-games
Supporting Game System
Wednesday, March 4, 15
Value System:
Narrative choices determine whom
one can train with & learn from
influencing soccer skill level
Supporting Game System
Wednesday, March 4, 15
Value System:
• Narrative decisions assign negative, positive, or neutral
points
Supporting Game System
Wednesday, March 4, 15
Value System:
• Narrative decisions assign negative, positive, or neutral
points
• Some decisions are worth more than others
Supporting Game System
Wednesday, March 4, 15
Value System:
• Narrative decisions assign negative, positive, or neutral
points
• Some decisions are worth more than others
• Progressing relationships:
Supporting Game System
Wednesday, March 4, 15
Value System:
• Narrative decisions assign negative, positive, or neutral
points
• Some decisions are worth more than others
• Progressing relationships:
• Player must earn a certain number of points & a certain
ratio allows to train with differing characters
Supporting Game System
Wednesday, March 4, 15
Value System:
• Narrative decisions assign negative, positive, or neutral
points
• Some decisions are worth more than others
• Progressing relationships:
• Player must earn a certain number of points & a certain
ratio allows to train with differing characters
• Player earns special moves from characters as
relationship builds
Supporting Game System
Wednesday, March 4, 15
Value System:
• Narrative decisions assign negative, positive, or neutral
points
• Some decisions are worth more than others
• Progressing relationships:
• Player must earn a certain number of points & a certain
ratio allows to train with differing characters
• Player earns special moves from characters as
relationship builds
• The more they play or train, the more player influences
other characters determining potential for success in
soccer matches
Supporting Game System
Wednesday, March 4, 15
http://en.wikipedia.org/wiki/Spiral#mediaviewer/File:NautilusCutawayLogarithmicSpiral.jpg
Supporting Game System
Wednesday, March 4, 15
http://en.wikipedia.org/wiki/Spiral#mediaviewer/File:NautilusCutawayLogarithmicSpiral.jpg
Cliff hangers:
• 13 Episodes build reflection &
self-awareness
Supporting Game System
Wednesday, March 4, 15
http://en.wikipedia.org/wiki/Spiral#mediaviewer/File:NautilusCutawayLogarithmicSpiral.jpg
Cliff hangers:
• 13 Episodes build reflection &
self-awareness
Supporting Game System
Wednesday, March 4, 15
http://en.wikipedia.org/wiki/Spiral#mediaviewer/File:NautilusCutawayLogarithmicSpiral.jpg
Cliff hangers:
• 13 Episodes build reflection &
self-awareness
• Practice & master social action
Supporting Game System
Wednesday, March 4, 15
Research participants
2013 El Salvador
Conducted by Dr. Hua (Helen) Wang, University of Buffalo
Study Results
Wednesday, March 4, 15
Research participants
https://vimeo.com/98940885
Wednesday, March 4, 15
Research participants
Event-based time diaries & participatory sketching
Study Results
Wednesday, March 4, 15
Research participants
Gamification strategies and Facebook insights
Study Results
Wednesday, March 4, 15
Research participants
Analytical sample AM camp group PM camp group
N (Sample Size) 83 38 45
Age
Range 7-18 7-15 8-18
Median & Mode 12 12 12
Mean 11.94 11.50 12.29
Standard Deviation 2.30 2.56 2.05
Sex
Boys 40 20 20
Girls 29 11 18
Unknown 14 7 7
Research participants
Study Results
Wednesday, March 4, 15
Character Identification
Study Results
Wednesday, March 4, 15
Character Identification
86.8% participants
demonstrated
considerable empathy
and sympathy toward
Hanna
Study Results
Wednesday, March 4, 15
Character Identification
• bad
• selfish
• rude
• friendly
• kind
• nice
• helpful
• happy
• enthusiastic
86.4%
88.3%
86.5%
Study Results
Wednesday, March 4, 15
Behavior Modeling
Draw an example of
bullying (verbal,
physical, psychological)
that you have learned
from BREAKAWAY and
how to deal with it.
Get the hell out
Raina!
What, no way!
Calm down, boy, everybody can play.
Study Results
Wednesday, March 4, 15
Behavior Modeling
Draw an example of
bullying (verbal,
physical, psychological)
that you have learned
from BREAKAWAY and
how to deal with it.
“You are ugly !”
I will try to ignore her
“Why you say that ?”
Study Results
Wednesday, March 4, 15
Behavior Modeling
Draw an example of
bullying (verbal,
physical, psychological)
that you have learned
from BREAKAWAY and
how to deal with it.
we stop violence and leave discrimination in the past!!!!!
nobody
likes
me
because she looks
nice.
what's more, quit
bothering her,
She doesn't even
hang out with
you or do anything
to you.
yeah, she's such an ugly girl.
oooh, so gross. this girl –
don't talk to her
Study Results
Wednesday, March 4, 15
Sticker Sheets
N = 56, Range =1 ~ 29, M = 17.86, SD = 6.25
On average, campers chose more female player stickers
than male player stickers although the difference was not statistically
significant
MF
= 8.11 vs. MM
= 7.64; t(55) = .57, p = .57
Girls chose significantly more female player stickers
MF
= 10.65 vs. MM
= 5.70; t(22) = 4.81, p < .001
Boys chose significantly more male player stickers
MF
= 6.64 vs. MM
= 10.04; t(27) = -3.83, p = .001
These patterns were consistent between AM and PM camps
Study Results
www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame
Wednesday, March 4, 15
Sticker Sheets
Empowerment
N = 56, Range =1 ~ 29, M = 17.86, SD = 6.25
On average, campers chose more female player stickers
than male player stickers although the difference was not statistically
significant
MF
= 8.11 vs. MM
= 7.64; t(55) = .57, p = .57
Girls chose significantly more female player stickers
MF
= 10.65 vs. MM
= 5.70; t(22) = 4.81, p < .001
Boys chose significantly more male player stickers
MF
= 6.64 vs. MM
= 10.04; t(27) = -3.83, p = .001
These patterns were consistent between AM and PM camps
Study Results
www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame
Wednesday, March 4, 15
Sticker Sheets
Empowerment
Open to change
N = 56, Range =1 ~ 29, M = 17.86, SD = 6.25
On average, campers chose more female player stickers
than male player stickers although the difference was not statistically
significant
MF
= 8.11 vs. MM
= 7.64; t(55) = .57, p = .57
Girls chose significantly more female player stickers
MF
= 10.65 vs. MM
= 5.70; t(22) = 4.81, p < .001
Boys chose significantly more male player stickers
MF
= 6.64 vs. MM
= 10.04; t(27) = -3.83, p = .001
These patterns were consistent between AM and PM camps
Study Results
www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame
Wednesday, March 4, 15
The GREAT DEBATE:
Can a girl be on a
soccer team?
http://breakawaygame.champlain.edu
Wednesday, March 4, 15
1.8% Disagree
The GREAT DEBATE:
Can a girl be on a
soccer team?
http://breakawaygame.champlain.edu
Wednesday, March 4, 15
1.8% Disagree
The GREAT DEBATE:
Can a girl be on a
soccer team?
10.5% Conditionally
agree
http://breakawaygame.champlain.edu
Wednesday, March 4, 15
87.7%
Completely agree
1.8% Disagree
The GREAT DEBATE:
Can a girl be on a
soccer team?
10.5% Conditionally
agree
http://breakawaygame.champlain.edu
Wednesday, March 4, 15
Study Results
www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame
Wednesday, March 4, 15
Acknowledgements
www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame
“It has always been the prime
function of mythology & rite to
supply the symbols that carry the
human spirit forward, in
counteraction to those other
constant fantasies that tend to
tie it back.”
—Joseph Campbell,
“The Hero with a Thousand Faces”
Wednesday, March 4, 15
Narrative Design Team:
Kriss Barker
Maureen Bonsignore
Jovan Ellis
Erik Esckilsen
Jason Gravell
Alex Gustafson
Kaitlyn Kwiatkowski
Sara Seffels
Wendi Stein
Frank Stetson
Game Design Team:
Amanda Crispel
Heather Conover
Heather Kelly
Max Nichols
Lauren Nishikawa
Connor Norman
Doug Miller
Joel Pelletier
Rob Witbeck
Acknowledgements
www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame
Wednesday, March 4, 15
Fast Facts:
• Project Start: 2009
•Wednesday, March 4, 15
A Narrative Game’s Success
Addressing
Gender-based Violence
Ann DeMarle
Champlain College Emergent Media Center,
Associate Dean, Professor, Director
demarle@champlain.edu, @anndemarle
www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame
Wednesday, March 4, 15
Wednesday, March 4, 15
Murder
US: 33% of female homicide victims are killed by an intimate partner.
At least 60 million girls are "missing" from various populations, mostly in
Asia, as a result of sex-selective abortions, infanticide or neglect.
Zimbabwe: domestic violence accounts for more than 60% of murder cases
that go through the high court in Harare.
"Honour killings" end the lives of thousands of young women every
year, mainly in North Africa,Western Asia and parts of South Asia.
Wednesday, March 4, 15
Physical Abuse
US: a woman is battered, usually by her intimate partner, every 15 seconds.
Globally, at least 1 in 3 women & girls is beaten or sexually abused in
her lifetime.
Boys who witness their fathers' violence are 10 times more likely to
engage in spouse abuse in later adulthood.
Africa: more than 90 million women & girls are victims of female
circumcision or other forms of genital mutilation.
US: 63.84% of women who reported being abused since age 18 were victims
of a husband, cohabiting partner, boyfriend, or date.
Wednesday, March 4, 15
Rape
US: Every two minutes someone is sexually assaulted.
US: 1/5 of women have been sexually assaulted.
US: 50% of female victims are girls under the age of 18.
US:Young women ages 12 to 24 are at the greatest risk for sexual assault.
US: yearly 10% of high school students are victims of dating violence.
US:Approximately 1 in 5 college women are sexually assaulted.
US:Almost 2/3 of all rapes are committed by someone known to the
victim.
http://www.feminist.com/antiviolence/facts.html
Wednesday, March 4, 15
“It has always been the prime function of mythology & rite to supply the
symbols that carry the human spirit forward, in counteraction to those
other constant fantasies that tend to tie it back.”
—Joseph Campbell, “The Hero with a Thousand Faces”
Wednesday, March 4, 15
“It has always been the prime function of mythology & rite to supply the
symbols that carry the human spirit forward, in counteraction to those
other constant fantasies that tend to tie it back.”
—Joseph Campbell, “The Hero with a Thousand Faces”
Wednesday, March 4, 15

More Related Content

What's hot

Flat World, Flat Web, Flat Classrooms
Flat World, Flat Web, Flat ClassroomsFlat World, Flat Web, Flat Classrooms
Flat World, Flat Web, Flat Classrooms
dwarlick
 
Back to Basics: What Really Matters Now
Back to Basics: What Really Matters NowBack to Basics: What Really Matters Now
Back to Basics: What Really Matters Now
Dean Shareski
 
Who/Why/How YA
Who/Why/How YAWho/Why/How YA
Who/Why/How YA
Beth Gallaway
 
The Changing Social Media Landscape
The Changing Social Media LandscapeThe Changing Social Media Landscape
The Changing Social Media Landscape
Ray Brannon
 
Week2 socialmediatechnologyandsocietalchange-rev 2013
Week2 socialmediatechnologyandsocietalchange-rev 2013Week2 socialmediatechnologyandsocietalchange-rev 2013
Week2 socialmediatechnologyandsocietalchange-rev 2013
Ray Brannon
 
Learning With The Lich King 2 0
Learning With The Lich King 2 0Learning With The Lich King 2 0
Learning With The Lich King 2 0
Lucas Gillispie
 
Decisions with Disney
Decisions with DisneyDecisions with Disney
Decisions with Disney
Yumonomics
 
Assigning job roles
Assigning job rolesAssigning job roles
Assigning job roles
Alexandra Lindner
 
The Web We Want: Dealing with the dark side of social media (work in progress)
The Web We Want: Dealing with the dark side of social media (work in progress)The Web We Want: Dealing with the dark side of social media (work in progress)
The Web We Want: Dealing with the dark side of social media (work in progress)
Michael Edson
 
Fit For 21st Century
Fit For 21st CenturyFit For 21st Century
Fit For 21st Century
kensankson
 
E-Tourism Africa Summit Introduction
E-Tourism Africa Summit IntroductionE-Tourism Africa Summit Introduction
E-Tourism Africa Summit Introduction
E-Tourism Africa
 
INTRODUCTION- E-TOURISM EAST AFRICA
INTRODUCTION- E-TOURISM EAST AFRICAINTRODUCTION- E-TOURISM EAST AFRICA
INTRODUCTION- E-TOURISM EAST AFRICA
E-Tourism Africa
 
UT System "Stories"
UT System "Stories"UT System "Stories"
UT System "Stories"
TargetX
 
ZR08 Creating the STEM pipeline
ZR08 Creating the STEM pipelineZR08 Creating the STEM pipeline
ZR08 Creating the STEM pipeline
Erin Reilly
 
"If you love your content, set it free" ?
"If you love your content, set it free" ?"If you love your content, set it free" ?
"If you love your content, set it free" ?
Mike Ellis
 
Caslis Feb2010
Caslis Feb2010Caslis Feb2010
Caslis Feb2010
guest4d312f
 
Social Media for the Scared February 2014
Social Media for the Scared February 2014Social Media for the Scared February 2014
Social Media for the Scared February 2014
Bex Lewis
 
Michael Edson @ J. Boye 2011: Jedi Mind Tricks for Measuring and Optimizing L...
Michael Edson @ J. Boye 2011: Jedi Mind Tricks for Measuring and Optimizing L...Michael Edson @ J. Boye 2011: Jedi Mind Tricks for Measuring and Optimizing L...
Michael Edson @ J. Boye 2011: Jedi Mind Tricks for Measuring and Optimizing L...
Michael Edson
 
Technology Expectations in Education
Technology Expectations in EducationTechnology Expectations in Education
Technology Expectations in Education
Doug Adams
 
Strategies to Connect, Communicate and Collaborate with Youth in the Digital Age
Strategies to Connect, Communicate and Collaborate with Youth in the Digital AgeStrategies to Connect, Communicate and Collaborate with Youth in the Digital Age
Strategies to Connect, Communicate and Collaborate with Youth in the Digital Age
VickiLGray
 

What's hot (20)

Flat World, Flat Web, Flat Classrooms
Flat World, Flat Web, Flat ClassroomsFlat World, Flat Web, Flat Classrooms
Flat World, Flat Web, Flat Classrooms
 
Back to Basics: What Really Matters Now
Back to Basics: What Really Matters NowBack to Basics: What Really Matters Now
Back to Basics: What Really Matters Now
 
Who/Why/How YA
Who/Why/How YAWho/Why/How YA
Who/Why/How YA
 
The Changing Social Media Landscape
The Changing Social Media LandscapeThe Changing Social Media Landscape
The Changing Social Media Landscape
 
Week2 socialmediatechnologyandsocietalchange-rev 2013
Week2 socialmediatechnologyandsocietalchange-rev 2013Week2 socialmediatechnologyandsocietalchange-rev 2013
Week2 socialmediatechnologyandsocietalchange-rev 2013
 
Learning With The Lich King 2 0
Learning With The Lich King 2 0Learning With The Lich King 2 0
Learning With The Lich King 2 0
 
Decisions with Disney
Decisions with DisneyDecisions with Disney
Decisions with Disney
 
Assigning job roles
Assigning job rolesAssigning job roles
Assigning job roles
 
The Web We Want: Dealing with the dark side of social media (work in progress)
The Web We Want: Dealing with the dark side of social media (work in progress)The Web We Want: Dealing with the dark side of social media (work in progress)
The Web We Want: Dealing with the dark side of social media (work in progress)
 
Fit For 21st Century
Fit For 21st CenturyFit For 21st Century
Fit For 21st Century
 
E-Tourism Africa Summit Introduction
E-Tourism Africa Summit IntroductionE-Tourism Africa Summit Introduction
E-Tourism Africa Summit Introduction
 
INTRODUCTION- E-TOURISM EAST AFRICA
INTRODUCTION- E-TOURISM EAST AFRICAINTRODUCTION- E-TOURISM EAST AFRICA
INTRODUCTION- E-TOURISM EAST AFRICA
 
UT System "Stories"
UT System "Stories"UT System "Stories"
UT System "Stories"
 
ZR08 Creating the STEM pipeline
ZR08 Creating the STEM pipelineZR08 Creating the STEM pipeline
ZR08 Creating the STEM pipeline
 
"If you love your content, set it free" ?
"If you love your content, set it free" ?"If you love your content, set it free" ?
"If you love your content, set it free" ?
 
Caslis Feb2010
Caslis Feb2010Caslis Feb2010
Caslis Feb2010
 
Social Media for the Scared February 2014
Social Media for the Scared February 2014Social Media for the Scared February 2014
Social Media for the Scared February 2014
 
Michael Edson @ J. Boye 2011: Jedi Mind Tricks for Measuring and Optimizing L...
Michael Edson @ J. Boye 2011: Jedi Mind Tricks for Measuring and Optimizing L...Michael Edson @ J. Boye 2011: Jedi Mind Tricks for Measuring and Optimizing L...
Michael Edson @ J. Boye 2011: Jedi Mind Tricks for Measuring and Optimizing L...
 
Technology Expectations in Education
Technology Expectations in EducationTechnology Expectations in Education
Technology Expectations in Education
 
Strategies to Connect, Communicate and Collaborate with Youth in the Digital Age
Strategies to Connect, Communicate and Collaborate with Youth in the Digital AgeStrategies to Connect, Communicate and Collaborate with Youth in the Digital Age
Strategies to Connect, Communicate and Collaborate with Youth in the Digital Age
 

Similar to GDC15 BREAKAWAY: A Narrative Game's Success at Addressing Gender-based Violence

BREAKAWAY: Combating Gender-based Violence through Student Created Games
BREAKAWAY: Combating Gender-based Violence through Student Created GamesBREAKAWAY: Combating Gender-based Violence through Student Created Games
BREAKAWAY: Combating Gender-based Violence through Student Created Games
Ann DeMarle
 
Digital Pedagogy FETC Executive Summit 2015
Digital Pedagogy FETC Executive Summit 2015Digital Pedagogy FETC Executive Summit 2015
Digital Pedagogy FETC Executive Summit 2015
Samantha Morra
 
PMSD Di And Technology Supports
PMSD   Di And Technology SupportsPMSD   Di And Technology Supports
PMSD Di And Technology Supports
sspengler
 
DIGITAL CITIZENSHIP www.mannrentoy.com
DIGITAL CITIZENSHIP www.mannrentoy.comDIGITAL CITIZENSHIP www.mannrentoy.com
DIGITAL CITIZENSHIP www.mannrentoy.com
Mann Rentoy
 
Connect Your Own Dots: Social Media Integration as a Best Practice
Connect Your Own Dots: Social Media Integration as a Best PracticeConnect Your Own Dots: Social Media Integration as a Best Practice
Connect Your Own Dots: Social Media Integration as a Best Practice
Susan T. Evans
 
Connect Your Own Dots: Social Media Integration as a Best Practice for Market...
Connect Your Own Dots: Social Media Integration as a Best Practice for Market...Connect Your Own Dots: Social Media Integration as a Best Practice for Market...
Connect Your Own Dots: Social Media Integration as a Best Practice for Market...
Susan T. Evans
 
Mind The Gap - ConnectNow
Mind The Gap - ConnectNowMind The Gap - ConnectNow
Mind The Gap - ConnectNow
Tara Hunt
 
What's So Scary About Social Software?
What's So Scary About Social Software?What's So Scary About Social Software?
What's So Scary About Social Software?
Beth Gallaway
 
Managing your Digital Footprint : Taking control of the metadata and tracks a...
Managing your Digital Footprint : Taking control of the metadata and tracks a...Managing your Digital Footprint : Taking control of the metadata and tracks a...
Managing your Digital Footprint : Taking control of the metadata and tracks a...
EDINA, University of Edinburgh
 
Managing your Digital Footprint : Taking control of the metadata and tracks a...
Managing your Digital Footprint : Taking control of the metadata and tracks a...Managing your Digital Footprint : Taking control of the metadata and tracks a...
Managing your Digital Footprint : Taking control of the metadata and tracks a...
CIGScotland
 
Tribal Ddb Brussels Digital Inspiration
Tribal Ddb Brussels Digital InspirationTribal Ddb Brussels Digital Inspiration
Tribal Ddb Brussels Digital Inspiration
Geert Desager
 
Socialsoftware
SocialsoftwareSocialsoftware
Socialsoftware
Beth Gallaway
 
Dyslexia Essay Introduction. Online assignment writing service.
Dyslexia Essay Introduction. Online assignment writing service.Dyslexia Essay Introduction. Online assignment writing service.
Dyslexia Essay Introduction. Online assignment writing service.
Brenda Gutierrez
 
Social Media Training for Youth Leaders, for York Diocese, November 2014.
Social Media Training for Youth Leaders, for York Diocese, November 2014.Social Media Training for Youth Leaders, for York Diocese, November 2014.
Social Media Training for Youth Leaders, for York Diocese, November 2014.
Bex Lewis
 
Children, Church and the Digital Age (#DigitalParenting with @drbexl)
Children, Church and the Digital Age (#DigitalParenting with @drbexl)Children, Church and the Digital Age (#DigitalParenting with @drbexl)
Children, Church and the Digital Age (#DigitalParenting with @drbexl)
Bex Lewis
 
CyberSafety
CyberSafetyCyberSafety
CyberSafety
iceman1953
 
Future of highered pub
Future of highered pubFuture of highered pub
Future of highered pub
Marilyn Herie
 
Digital Tattoo Workshop for VPL
Digital Tattoo Workshop for VPLDigital Tattoo Workshop for VPL
Digital Tattoo Workshop for VPL
University of British Columbia
 
Millennials and Digital Brains
Millennials and Digital BrainsMillennials and Digital Brains
Millennials and Digital Brains
New Canaan High School Library
 
Design Patterns in Social Media: The Hero's Journey will be Twitter-ed
Design Patterns in Social Media:  The Hero's Journey will be Twitter-edDesign Patterns in Social Media:  The Hero's Journey will be Twitter-ed
Design Patterns in Social Media: The Hero's Journey will be Twitter-ed
Ed Schipul
 

Similar to GDC15 BREAKAWAY: A Narrative Game's Success at Addressing Gender-based Violence (20)

BREAKAWAY: Combating Gender-based Violence through Student Created Games
BREAKAWAY: Combating Gender-based Violence through Student Created GamesBREAKAWAY: Combating Gender-based Violence through Student Created Games
BREAKAWAY: Combating Gender-based Violence through Student Created Games
 
Digital Pedagogy FETC Executive Summit 2015
Digital Pedagogy FETC Executive Summit 2015Digital Pedagogy FETC Executive Summit 2015
Digital Pedagogy FETC Executive Summit 2015
 
PMSD Di And Technology Supports
PMSD   Di And Technology SupportsPMSD   Di And Technology Supports
PMSD Di And Technology Supports
 
DIGITAL CITIZENSHIP www.mannrentoy.com
DIGITAL CITIZENSHIP www.mannrentoy.comDIGITAL CITIZENSHIP www.mannrentoy.com
DIGITAL CITIZENSHIP www.mannrentoy.com
 
Connect Your Own Dots: Social Media Integration as a Best Practice
Connect Your Own Dots: Social Media Integration as a Best PracticeConnect Your Own Dots: Social Media Integration as a Best Practice
Connect Your Own Dots: Social Media Integration as a Best Practice
 
Connect Your Own Dots: Social Media Integration as a Best Practice for Market...
Connect Your Own Dots: Social Media Integration as a Best Practice for Market...Connect Your Own Dots: Social Media Integration as a Best Practice for Market...
Connect Your Own Dots: Social Media Integration as a Best Practice for Market...
 
Mind The Gap - ConnectNow
Mind The Gap - ConnectNowMind The Gap - ConnectNow
Mind The Gap - ConnectNow
 
What's So Scary About Social Software?
What's So Scary About Social Software?What's So Scary About Social Software?
What's So Scary About Social Software?
 
Managing your Digital Footprint : Taking control of the metadata and tracks a...
Managing your Digital Footprint : Taking control of the metadata and tracks a...Managing your Digital Footprint : Taking control of the metadata and tracks a...
Managing your Digital Footprint : Taking control of the metadata and tracks a...
 
Managing your Digital Footprint : Taking control of the metadata and tracks a...
Managing your Digital Footprint : Taking control of the metadata and tracks a...Managing your Digital Footprint : Taking control of the metadata and tracks a...
Managing your Digital Footprint : Taking control of the metadata and tracks a...
 
Tribal Ddb Brussels Digital Inspiration
Tribal Ddb Brussels Digital InspirationTribal Ddb Brussels Digital Inspiration
Tribal Ddb Brussels Digital Inspiration
 
Socialsoftware
SocialsoftwareSocialsoftware
Socialsoftware
 
Dyslexia Essay Introduction. Online assignment writing service.
Dyslexia Essay Introduction. Online assignment writing service.Dyslexia Essay Introduction. Online assignment writing service.
Dyslexia Essay Introduction. Online assignment writing service.
 
Social Media Training for Youth Leaders, for York Diocese, November 2014.
Social Media Training for Youth Leaders, for York Diocese, November 2014.Social Media Training for Youth Leaders, for York Diocese, November 2014.
Social Media Training for Youth Leaders, for York Diocese, November 2014.
 
Children, Church and the Digital Age (#DigitalParenting with @drbexl)
Children, Church and the Digital Age (#DigitalParenting with @drbexl)Children, Church and the Digital Age (#DigitalParenting with @drbexl)
Children, Church and the Digital Age (#DigitalParenting with @drbexl)
 
CyberSafety
CyberSafetyCyberSafety
CyberSafety
 
Future of highered pub
Future of highered pubFuture of highered pub
Future of highered pub
 
Digital Tattoo Workshop for VPL
Digital Tattoo Workshop for VPLDigital Tattoo Workshop for VPL
Digital Tattoo Workshop for VPL
 
Millennials and Digital Brains
Millennials and Digital BrainsMillennials and Digital Brains
Millennials and Digital Brains
 
Design Patterns in Social Media: The Hero's Journey will be Twitter-ed
Design Patterns in Social Media:  The Hero's Journey will be Twitter-edDesign Patterns in Social Media:  The Hero's Journey will be Twitter-ed
Design Patterns in Social Media: The Hero's Journey will be Twitter-ed
 

More from Ann DeMarle

Storytelling Across Media Platforms for Positive Impact
Storytelling Across Media Platforms for Positive ImpactStorytelling Across Media Platforms for Positive Impact
Storytelling Across Media Platforms for Positive Impact
Ann DeMarle
 
Players as Transitional Characters: How Youth Can “BREAKAWAY” from Gender-bas...
Players as Transitional Characters: How Youth Can “BREAKAWAY” from Gender-bas...Players as Transitional Characters: How Youth Can “BREAKAWAY” from Gender-bas...
Players as Transitional Characters: How Youth Can “BREAKAWAY” from Gender-bas...
Ann DeMarle
 
ALT-Classroom: Building a Dev Studio Inside Academia for Student and Partner ...
ALT-Classroom: Building a Dev Studio Inside Academia for Student and Partner ...ALT-Classroom: Building a Dev Studio Inside Academia for Student and Partner ...
ALT-Classroom: Building a Dev Studio Inside Academia for Student and Partner ...
Ann DeMarle
 
Time & Space Annihilated: Innovation, Communication and Society
Time & Space Annihilated: Innovation, Communication and SocietyTime & Space Annihilated: Innovation, Communication and Society
Time & Space Annihilated: Innovation, Communication and Society
Ann DeMarle
 
Video Games: Changing Stories, Changing Behaviors
Video Games: Changing Stories, Changing BehaviorsVideo Games: Changing Stories, Changing Behaviors
Video Games: Changing Stories, Changing Behaviors
Ann DeMarle
 
DeMarle Breakaway: Changing Violence Against Women and Girls-2014 Results
DeMarle Breakaway: Changing Violence Against Women and Girls-2014 ResultsDeMarle Breakaway: Changing Violence Against Women and Girls-2014 Results
DeMarle Breakaway: Changing Violence Against Women and Girls-2014 Results
Ann DeMarle
 
Building a Better World brainstorming session game design session
Building a Better World brainstorming session game design sessionBuilding a Better World brainstorming session game design session
Building a Better World brainstorming session game design session
Ann DeMarle
 
App Development at the EMC: From Concept to Launch, Production for Innovation
App Development at the EMC: From Concept to Launch, Production for InnovationApp Development at the EMC: From Concept to Launch, Production for Innovation
App Development at the EMC: From Concept to Launch, Production for Innovation
Ann DeMarle
 
DeMarle- BREAKAWAY game and camp model El Salvador Nov. 2013
DeMarle- BREAKAWAY game and camp model El Salvador Nov. 2013DeMarle- BREAKAWAY game and camp model El Salvador Nov. 2013
DeMarle- BREAKAWAY game and camp model El Salvador Nov. 2013
Ann DeMarle
 
DeMarle - The Emergent Media Center at Champlain College - 2013
DeMarle - The Emergent Media Center at Champlain College - 2013DeMarle - The Emergent Media Center at Champlain College - 2013
DeMarle - The Emergent Media Center at Champlain College - 2013
Ann DeMarle
 
The Quiet Unnoticed - Ann DeMarle Sabbatical 2011-2013
The Quiet Unnoticed - Ann DeMarle Sabbatical 2011-2013The Quiet Unnoticed - Ann DeMarle Sabbatical 2011-2013
The Quiet Unnoticed - Ann DeMarle Sabbatical 2011-2013
Ann DeMarle
 
Emergent MEDIA, NEXT GEN THINKING
Emergent MEDIA, NEXT GEN THINKINGEmergent MEDIA, NEXT GEN THINKING
Emergent MEDIA, NEXT GEN THINKING
Ann DeMarle
 
Can Games Create Real World Heros?
Can Games Create Real World Heros?Can Games Create Real World Heros?
Can Games Create Real World Heros?
Ann DeMarle
 
Time & Space Annihilated: Innovation, Communication & Society
Time & Space Annihilated: Innovation, Communication & SocietyTime & Space Annihilated: Innovation, Communication & Society
Time & Space Annihilated: Innovation, Communication & Society
Ann DeMarle
 
Designing games for learning at the EMC
Designing games for learning at the EMCDesigning games for learning at the EMC
Designing games for learning at the EMC
Ann DeMarle
 
Game Design Thinking for the Enterprise
Game Design Thinking for the EnterpriseGame Design Thinking for the Enterprise
Game Design Thinking for the Enterprise
Ann DeMarle
 
Prod plan for games and software development
Prod plan for games and software developmentProd plan for games and software development
Prod plan for games and software development
Ann DeMarle
 
DeMarle-MFAEmergent Media at Champlain College
DeMarle-MFAEmergent Media at Champlain CollegeDeMarle-MFAEmergent Media at Champlain College
DeMarle-MFAEmergent Media at Champlain College
Ann DeMarle
 
BREAKAWAY
BREAKAWAY BREAKAWAY
BREAKAWAY
Ann DeMarle
 
MPI Presentation on Gameification DeMarle
MPI Presentation on Gameification DeMarleMPI Presentation on Gameification DeMarle
MPI Presentation on Gameification DeMarle
Ann DeMarle
 

More from Ann DeMarle (20)

Storytelling Across Media Platforms for Positive Impact
Storytelling Across Media Platforms for Positive ImpactStorytelling Across Media Platforms for Positive Impact
Storytelling Across Media Platforms for Positive Impact
 
Players as Transitional Characters: How Youth Can “BREAKAWAY” from Gender-bas...
Players as Transitional Characters: How Youth Can “BREAKAWAY” from Gender-bas...Players as Transitional Characters: How Youth Can “BREAKAWAY” from Gender-bas...
Players as Transitional Characters: How Youth Can “BREAKAWAY” from Gender-bas...
 
ALT-Classroom: Building a Dev Studio Inside Academia for Student and Partner ...
ALT-Classroom: Building a Dev Studio Inside Academia for Student and Partner ...ALT-Classroom: Building a Dev Studio Inside Academia for Student and Partner ...
ALT-Classroom: Building a Dev Studio Inside Academia for Student and Partner ...
 
Time & Space Annihilated: Innovation, Communication and Society
Time & Space Annihilated: Innovation, Communication and SocietyTime & Space Annihilated: Innovation, Communication and Society
Time & Space Annihilated: Innovation, Communication and Society
 
Video Games: Changing Stories, Changing Behaviors
Video Games: Changing Stories, Changing BehaviorsVideo Games: Changing Stories, Changing Behaviors
Video Games: Changing Stories, Changing Behaviors
 
DeMarle Breakaway: Changing Violence Against Women and Girls-2014 Results
DeMarle Breakaway: Changing Violence Against Women and Girls-2014 ResultsDeMarle Breakaway: Changing Violence Against Women and Girls-2014 Results
DeMarle Breakaway: Changing Violence Against Women and Girls-2014 Results
 
Building a Better World brainstorming session game design session
Building a Better World brainstorming session game design sessionBuilding a Better World brainstorming session game design session
Building a Better World brainstorming session game design session
 
App Development at the EMC: From Concept to Launch, Production for Innovation
App Development at the EMC: From Concept to Launch, Production for InnovationApp Development at the EMC: From Concept to Launch, Production for Innovation
App Development at the EMC: From Concept to Launch, Production for Innovation
 
DeMarle- BREAKAWAY game and camp model El Salvador Nov. 2013
DeMarle- BREAKAWAY game and camp model El Salvador Nov. 2013DeMarle- BREAKAWAY game and camp model El Salvador Nov. 2013
DeMarle- BREAKAWAY game and camp model El Salvador Nov. 2013
 
DeMarle - The Emergent Media Center at Champlain College - 2013
DeMarle - The Emergent Media Center at Champlain College - 2013DeMarle - The Emergent Media Center at Champlain College - 2013
DeMarle - The Emergent Media Center at Champlain College - 2013
 
The Quiet Unnoticed - Ann DeMarle Sabbatical 2011-2013
The Quiet Unnoticed - Ann DeMarle Sabbatical 2011-2013The Quiet Unnoticed - Ann DeMarle Sabbatical 2011-2013
The Quiet Unnoticed - Ann DeMarle Sabbatical 2011-2013
 
Emergent MEDIA, NEXT GEN THINKING
Emergent MEDIA, NEXT GEN THINKINGEmergent MEDIA, NEXT GEN THINKING
Emergent MEDIA, NEXT GEN THINKING
 
Can Games Create Real World Heros?
Can Games Create Real World Heros?Can Games Create Real World Heros?
Can Games Create Real World Heros?
 
Time & Space Annihilated: Innovation, Communication & Society
Time & Space Annihilated: Innovation, Communication & SocietyTime & Space Annihilated: Innovation, Communication & Society
Time & Space Annihilated: Innovation, Communication & Society
 
Designing games for learning at the EMC
Designing games for learning at the EMCDesigning games for learning at the EMC
Designing games for learning at the EMC
 
Game Design Thinking for the Enterprise
Game Design Thinking for the EnterpriseGame Design Thinking for the Enterprise
Game Design Thinking for the Enterprise
 
Prod plan for games and software development
Prod plan for games and software developmentProd plan for games and software development
Prod plan for games and software development
 
DeMarle-MFAEmergent Media at Champlain College
DeMarle-MFAEmergent Media at Champlain CollegeDeMarle-MFAEmergent Media at Champlain College
DeMarle-MFAEmergent Media at Champlain College
 
BREAKAWAY
BREAKAWAY BREAKAWAY
BREAKAWAY
 
MPI Presentation on Gameification DeMarle
MPI Presentation on Gameification DeMarleMPI Presentation on Gameification DeMarle
MPI Presentation on Gameification DeMarle
 

Recently uploaded

Electric Fetus - Record Store Scavenger Hunt
Electric Fetus - Record Store Scavenger HuntElectric Fetus - Record Store Scavenger Hunt
Electric Fetus - Record Store Scavenger Hunt
RamseyBerglund
 
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit InnovationLeveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
TechSoup
 
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdfB. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
BoudhayanBhattachari
 
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptxRESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
zuzanka
 
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDFLifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Vivekanand Anglo Vedic Academy
 
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPLAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
RAHUL
 
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdfREASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
giancarloi8888
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
imrankhan141184
 
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxBeyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
EduSkills OECD
 
A Independência da América Espanhola LAPBOOK.pdf
A Independência da América Espanhola LAPBOOK.pdfA Independência da América Espanhola LAPBOOK.pdf
A Independência da América Espanhola LAPBOOK.pdf
Jean Carlos Nunes Paixão
 
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdfمصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
سمير بسيوني
 
How to deliver Powerpoint Presentations.pptx
How to deliver Powerpoint  Presentations.pptxHow to deliver Powerpoint  Presentations.pptx
How to deliver Powerpoint Presentations.pptx
HajraNaeem15
 
HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.
deepaannamalai16
 
Stack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 MicroprocessorStack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 Microprocessor
JomonJoseph58
 
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skillsspot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
haiqairshad
 
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptxSWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
zuzanka
 
The History of Stoke Newington Street Names
The History of Stoke Newington Street NamesThe History of Stoke Newington Street Names
The History of Stoke Newington Street Names
History of Stoke Newington
 
math operations ued in python and all used
math operations ued in python and all usedmath operations ued in python and all used
math operations ued in python and all used
ssuser13ffe4
 
Wound healing PPT
Wound healing PPTWound healing PPT
Wound healing PPT
Jyoti Chand
 
How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17
Celine George
 

Recently uploaded (20)

Electric Fetus - Record Store Scavenger Hunt
Electric Fetus - Record Store Scavenger HuntElectric Fetus - Record Store Scavenger Hunt
Electric Fetus - Record Store Scavenger Hunt
 
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit InnovationLeveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
 
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdfB. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
 
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptxRESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
RESULTS OF THE EVALUATION QUESTIONNAIRE.pptx
 
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDFLifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
 
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPLAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
 
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdfREASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
 
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxBeyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
 
A Independência da América Espanhola LAPBOOK.pdf
A Independência da América Espanhola LAPBOOK.pdfA Independência da América Espanhola LAPBOOK.pdf
A Independência da América Espanhola LAPBOOK.pdf
 
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdfمصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
 
How to deliver Powerpoint Presentations.pptx
How to deliver Powerpoint  Presentations.pptxHow to deliver Powerpoint  Presentations.pptx
How to deliver Powerpoint Presentations.pptx
 
HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.
 
Stack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 MicroprocessorStack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 Microprocessor
 
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skillsspot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
 
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptxSWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
 
The History of Stoke Newington Street Names
The History of Stoke Newington Street NamesThe History of Stoke Newington Street Names
The History of Stoke Newington Street Names
 
math operations ued in python and all used
math operations ued in python and all usedmath operations ued in python and all used
math operations ued in python and all used
 
Wound healing PPT
Wound healing PPTWound healing PPT
Wound healing PPT
 
How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17
 

GDC15 BREAKAWAY: A Narrative Game's Success at Addressing Gender-based Violence

  • 1. A Narrative Game’s Success Addressing Gender-based Violence Ann DeMarle Champlain College Emergent Media Center, Associate Dean, Professor, Director demarle@champlain.edu, @anndemarle www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame Wednesday, March 4, 15
  • 2. THEEMERGENTLANDSCAPE DIGITALIMAGEMAKING CAUSESOFEMERGENCE TECHNOLOGYASADISRUPTIVEFORCE HUMANINTERFACES DIGITALSTORYTELLING EXPERIENCEDESIGN PLAYANDPARTICIPATION MEDIAFORSOCIALINNOVATION COLLABORATIVEPRODUCTION PUZZLESANDPROTOTYPES OURHUMANEXPERIENCE THE EMERGENT LANDSCAPE DIGITAL IMAGE MAKING CAUSES OF EMERGENCE TECHNOLOGY AS A DISRUPTIVE FORCE HUMAN INTERFACES DIGITAL STORYTELLING EXPERIENCE DESIGN PLAY AND PARTICIPATION MEDIA FOR SOCIAL INNOVATION COLLABORATIVE PRODUCTION PUZZLES AND PROTOTYPES OUR HUMAN EXPERIENCE KEVIN MURAKAMI, ’12 Line in Motion — This thesis—a combination of illustration, animation, and music composition —explores life and storytelling through lines. JESSICA LYNCH, ’13 From Me to You — An exploration of contemporary culture, From Me to You aims to better understand what we have gained and lost with the rise of digital communication technologies. CHRISTOPHER THOMPSON, ’14 Ideation Ecologies — Dispelling the myth of the “lone creative genius,” Ideation Ecologies seeks the common threads of innovators to promote creativity. MFA THESIS EXHIBITION — The annual show represents a culmination of student studies and provides a launch pad to new careers. Other exhibition opportunities at local galleries and art events are also available. – HILARY HESS, ’12 “I LEARNED THE MOST IMPORTANT SKILL FOR CREATIVES IN THE NEW MEDIA WORLD: ITERATE, KEEP ITERATING.” “I DISCOVERED AN INNOVATIVE APPROACH TO THINKING & LEARNING THAT INFORMS MY PROCESS, REGARDLESS OF THE MEDIUM OR INDUSTRY.” – CORA LOZINSCHI, ’13 SHOWN ABOVE WITH MFA IN EMERGENT MEDIA PROGRAM DIRECTOR, JOHN BANKS JONATHANHARRIS EXHIBITATBURLINGTONCITYARTS SARAH WEBB Daily Practice — In their first semester, MFA students take Foundations of Digital Image Making and are assigned a daily creative practice. Sarah Webb hand- lettered overheard quotes, which she then digitized for large format printing. OVER 90% OF GRADS FROM THE CLASSES OF 2012 AND 2013 HAVE FOUND REWARDING JOBS DOING WHAT THEY LOVE. MASTEROF FINEARTSIN CONTACT: GRADSCHOOL@CHAMPLAIN.EDU 866.282.7259 SEE THE WORK: EMERGENTWORKS. EMERGENTMEDIACENTER.COM ABOUT CHAMPLAIN COLLEGE — Located in Burlington, VT, Champlain College is a private, not-for-profit college founded in 1878. Our deep commitment to academic excellence and student learning is reflected in our distinctive educational approach: we integrate the high academic standards and rigor that characterize all important learning with the development of relevant professional skills through hands-on application in real-world situations. 14-GRAD-0043-9/14-1K MASTER OF FINE ARTS IN BURLINGTON, VT BREATHES INSPIRATION As a student in the MFA in Emergent Media program, you’ll live, work and create in the beautiful city of Burlington, Vermont. Here you will find a rare mix of outstanding natural beauty and a thriving, intellectually- charged urban environment that boasts highly engaged and industrious art and tech communities. Burlington consistently reveals itself to be one of the most forward-thinking cities in the country. Nationally identified for its quality of life, Burlington placed #11 in a list of the Top 20 High-Tech Metros by The Atlantic and makes the grade as one of Techie.com’s “Most Promising Tech Hubs to Watch.” Vermont is uniquely positioned between Boston and Montreal, two explosive regions in the tech and media world. Boston is known as an international capital of innovation, boasting leading tech companies such as Google, Amazon and IDEO. Montreal is home to Google, as well as over 70 game-related companies including Ubisoft, A2M, Behaviour Interactive, Electronic Arts and Eidos. CHAMPLAIN.EDU/BURLINGTON “I WAS EAGER TO DISCOVER ALL THAT VERMONT COULD GIVE ME. PEOPLE IN VERMONT HAVE A SENSE OF PRIDE, A STRONG WORK ETHIC & THEY ADORE THEIR COMMUNITY. BURLINGTON HAS MADE ME A BETTER PERSON & I AM HAPPY TO BE HERE.” – ANDREA OLSON, ’13 CHURCH STREET MARKETPLACE THE KARMA BIRD HOUSE AIGA VERMONT AT SEABA SOME OF BURLINGTON'S GREAT BUSINESSES: DEALER.COM MYWEBGROCER GE HEALTHCARE POLHEMUS ASCENSION TECHNOLOGY SOLIDARITY OF UNBRIDLED LABOUR TAG NEW MEDIA JNJMOBILE GIRL DEVELOP IT VERMONT MAKERS GENERATOR GAMETHEORY SELECT DESIGN BRANDTHROPOLOGY MAMAVA @CCEmergentMedia Wednesday, March 4, 15
  • 4. 20 Something Hero Wicked Problems “a problem that is difficult or impossible to solve because of incomplete, contradictory, and changing requirements that are often difficult to recognize.” —http://en.wikipedia.org/wiki/Wicked_problem @CCEmergentMedia Wednesday, March 4, 15
  • 5. IBM: Open Sims Business Solutions Robert Wood Johnson Foundation Innovation Grant: University ofVermont Cystic Fibrosis Breath Biofeedback Games Ford Foundation: Yellowwood Associates, Rural Economic Equity Game Institute of Museum & Library Service grant: ECHO Lake & Science Center Lake Quest Wednesday, March 4, 15
  • 6. Fast Facts: • Project Start: 2009 • First 3 episodes launched 2010 • Launched all 13 episodes: 2011 • Facilitator’s Guide 2011 • Hebron, Palestine camp 2012 • El Salvador camp 2013, 2014 • First assessment completed 2014 • 2015 study in process slideshare.net/anndemarle/ www.breakawaygame.com, http://breakawaygame.champlain.edu @breakawaygame BREAKAWAY: Narrative Success Wednesday, March 4, 15
  • 7. Outline: • Issue & project goals • Potential of games for social impact • Challenges • Applying social theory • Building the narrative • Supporting game system • Study results slideshare.net/anndemarle/ www.breakawaygame.com, http://breakawaygame.champlain.edu @breakawaygame BREAKAWAY: Narrative Success Wednesday, March 4, 15
  • 12. Miranda Pakozdi: sexual harassment in video game tournament http://www.nytimes.com/2012/08/02/us/sexual-harassment-in-online-gaming-stirs-anger.html?emc=eta1 Issue & Goals Wednesday, March 4, 15
  • 13. "...a crippling injury that's never going to fully heal... a good solid injury to the knees. I'd say a brain damage, but we don't want to make it so she ends up too retarded to fear us." Parkin, Simon (September 9, 2014). "Zoe Quinn’s Depression Quest". The New Yorker. Retrieved September 15, 2014 Issue & Goals Wednesday, March 4, 15
  • 14. “8 men raped the girls. First 2 were killed with multiple knife wounds. The 3rd was held for 24 hours while they asked for ransom, but when they couldn’t get the money they killed her, too. The 3 were dismembered. They were 12, 13 and 14 years old.”" http://nypost.com/2014/11/06/the-youth-are-theirs-el-salvadors-horrifying-culture-of-gang-rape/ Issue & Goals Wednesday, March 4, 15
  • 15. The Issue & Goals Our Project Goal: Shift Behaviors in Male Youth 1. Player awareness of the issue 2. Player realizes personal accountability 3. Player changes attitude & behavior 4. Player becomes an advocate for change Issue & Goals Wednesday, March 4, 15
  • 22. Global Audience - Personal Behaviors • Universal story—theme • Personal setting—could this be every boy’s home turf? • Ethnicity—avoiding stereotyping • Clothing—religion—cool factor? • No romantic or sexual implications • No portrayal of violent actions • Portrayal of girls • Language, phrasing, gestures, values... • Technology—delivery system • Avoiding boring Challenge Wednesday, March 4, 15
  • 25. http://www.windsorstar.com/Photos+World+soccer+action/3151780/story.html#__federated=1 Do you have what it takes to be a champion? The Player Challenge Challenge Wednesday, March 4, 15
  • 28. http://www.windsorstar.com/Photos+World+soccer+action/3151780/story.html#__federated=1 “...a shield or sorts protecting the fantasy world from the outside world.” —Edward Castronova,“Synthetic Worlds” Potential of Games Wednesday, March 4, 15
  • 29. Powerful format for experiential learning. Potential of Games Wednesday, March 4, 15
  • 30. Powerful format for experiential learning. • Player Choice: Active decision making = critical thinking Potential of Games Wednesday, March 4, 15
  • 31. Powerful format for experiential learning. • Player Choice: Active decision making = critical thinking • Rules: Potential of Games Wednesday, March 4, 15
  • 32. Powerful format for experiential learning. • Player Choice: Active decision making = critical thinking • Rules: • Allow clear cause & effect Potential of Games Wednesday, March 4, 15
  • 33. Powerful format for experiential learning. • Player Choice: Active decision making = critical thinking • Rules: • Allow clear cause & effect • Cycle of expertise Potential of Games Wednesday, March 4, 15
  • 34. Powerful format for experiential learning. • Player Choice: Active decision making = critical thinking • Rules: • Allow clear cause & effect • Cycle of expertise • Power of Presence: Potential of Games Wednesday, March 4, 15
  • 35. Powerful format for experiential learning. • Player Choice: Active decision making = critical thinking • Rules: • Allow clear cause & effect • Cycle of expertise • Power of Presence: • Identification with characters Potential of Games Wednesday, March 4, 15
  • 36. Powerful format for experiential learning. • Player Choice: Active decision making = critical thinking • Rules: • Allow clear cause & effect • Cycle of expertise • Power of Presence: • Identification with characters • Role playing real life situations Potential of Games Wednesday, March 4, 15
  • 37. Powerful format for experiential learning. • Player Choice: Active decision making = critical thinking • Rules: • Allow clear cause & effect • Cycle of expertise • Power of Presence: • Identification with characters • Role playing real life situations • Personal reflection & storytelling Potential of Games Wednesday, March 4, 15
  • 38. http://virtualmathmuseum.org/Surface/moebius_strip/moebius_strip.html But is in-game learning transferable? Potential of Games Wednesday, March 4, 15
  • 39. “The one who enters the temple compound & proceeds to the sanctuary is imitating the deed of the original hero.” —Joseph Campbell, “The Hero with a Thousand Faces” Potential of Games Wednesday, March 4, 15
  • 40. “The one who enters the temple compound & proceeds to the sanctuary is imitating the deed of the original hero.” —Joseph Campbell, “The Hero with a Thousand Faces” Potential of Games Doesn’t this sound like a game? Wednesday, March 4, 15
  • 41. “Furthermore, we have not even to risk the adventure alone; for the heroes of all time have come before us, the labyrinth is fully known; we have only to follow the thread of the hero-path.” —Joseph Campbell, “The Hero with a Thousand Faces” Potential of Games Wednesday, March 4, 15
  • 42. Sabido Methodology Sabido’s “Ven Conmigo”, 1975 Applying Social Theory Wednesday, March 4, 15
  • 43. Sabido Methodology • 1970‘s developed by Miguel Sabido Sabido’s “Ven Conmigo”, 1975 Applying Social Theory Wednesday, March 4, 15
  • 44. Sabido Methodology • 1970‘s developed by Miguel Sabido • Linear narrative for TV & radio Sabido’s “Ven Conmigo”, 1975 Applying Social Theory Wednesday, March 4, 15
  • 45. Sabido Methodology • 1970‘s developed by Miguel Sabido • Linear narrative for TV & radio • Soap opera style with cliffhangers for reflection Sabido’s “Ven Conmigo”, 1975 Applying Social Theory Wednesday, March 4, 15
  • 46. Sabido Methodology • 1970‘s developed by Miguel Sabido • Linear narrative for TV & radio • Soap opera style with cliffhangers for reflection • Narrative 70/30 rule Sabido’s “Ven Conmigo”, 1975 Applying Social Theory Wednesday, March 4, 15
  • 47. Sabido Methodology • Entertainment Education for Social Change Applying Social Theory Wednesday, March 4, 15
  • 48. Sabido Methodology • Entertainment Education for Social Change • Jungian theory:positive & negative stereotypes/ archetypes Applying Social Theory Wednesday, March 4, 15
  • 49. Sabido Methodology • Entertainment Education for Social Change • Jungian theory:positive & negative stereotypes/ archetypes • Social cognitive theory: Albert Bandura Applying Social Theory Wednesday, March 4, 15
  • 50. Albert Bandura “Personal agency operates in a broad network of socio-structural influences. Social structures embody rules, resources, & social sanctions designed to organize, guide & regulate human affairs. These social systems are created, implemented, & altered by human activity.” —Bandura, 1986, Social Cognitive Theory for Personal & Social Change by Enabling Media, 2002. http://web.stanford.edu/dept/psychology/bandura/pajares/Bandura2004Media.pdf Applying Social Theory Wednesday, March 4, 15
  • 51. Albert Bandura “Personal agency operates in a broad network of socio-structural influences. Social structures embody rules, resources, & social sanctions designed to organize, guide & regulate human affairs. These social systems are created, implemented, & altered by human activity.” —Bandura, 1986, Social Cognitive Theory for Personal & Social Change by Enabling Media, 2002. http://web.stanford.edu/dept/psychology/bandura/pajares/Bandura2004Media.pdf Applying Social Theory Doesn’t this also sound like a game? Wednesday, March 4, 15
  • 52. Albert Bandura Two modes of learning: • Direct experience of positive & negative rewards • Social modeling Chief Motivators: • Perceived self-efficacy • Collective efficacy • Goals & aspirations • Expectation • Perceived facilitators & impediments http://stanford.edu/dept/psychology/bandura/images/bandura-bobo_doll.jpg Bandura’s “Bobo doll experiments”, 1961-63 Applying Social Theory Wednesday, March 4, 15
  • 53. Sabido Methodology • Differential Role Modeling: • Positive • Negative • Transitional Applying Social Theory Wednesday, March 4, 15
  • 57. Ingredients for Social Impact in Building the Narrative Wednesday, March 4, 15
  • 58. Ingredients for Social Impact in • Power of Presence Building the Narrative Wednesday, March 4, 15
  • 59. Ingredients for Social Impact in • Power of Presence • Game-based role playing = Bandura’s role modeling Building the Narrative Wednesday, March 4, 15
  • 60. Ingredients for Social Impact in • Power of Presence • Game-based role playing = Bandura’s role modeling • Path of action: Hero’s journey Building the Narrative Wednesday, March 4, 15
  • 61. Ingredients for Social Impact in • Power of Presence • Game-based role playing = Bandura’s role modeling • Path of action: Hero’s journey • Player choice: Interactivity leads to decision-making & learning Building the Narrative Wednesday, March 4, 15
  • 62. Ingredients for Social Impact in • Power of Presence • Game-based role playing = Bandura’s role modeling • Path of action: Hero’s journey • Player choice: Interactivity leads to decision-making & learning • Self-reflection & personal story Building the Narrative Wednesday, March 4, 15
  • 63. Sabido Role modeling in • Player: Transitional • Team Captain Tal: Negative • Star Player Zak: Positive • Female characters: Neutral • Supporting teammates determined by affiliation • Samuel Eto: Positive Building the Narrative Wednesday, March 4, 15
  • 64. Female characters • Hanna—familial model • Reina—collegial model • Challenges: • Relationships: romance? savior? • Clothing Building the Narrative Wednesday, March 4, 15
  • 65. Raina • Originally neutral—coached by UNFPA: • Powerful, stands up for herself • Player solves problem not in-game characters • Support rather then save & protect female characters • Became: • Mentor to Hannah • Role model for girls Building the Narrative Wednesday, March 4, 15
  • 66. Building the Narrative Samuel Eto • Walk-in role as himself—champion for human rights • Website videos: gender equality • Obi Wan character: • Pep talks • Rewards good sportsmanship Wednesday, March 4, 15
  • 67. “Borderline Personality Disorder.” National Institutes of Mental Health. 13 May 2009. 25 March 2010. http://www.nimh.nih.gov/health/publications/borderline-personality-disorder-fact-sheet/index.shtml “ “...characterized by pervasive instability in moods, interpersonal relationships, self-image, and behavior. This instability often disrupts family and work life, long- term planning, and the individual's sense of self-identity.” Tal—Captain: Borderline Personality Disorder Building the Narrative Wednesday, March 4, 15
  • 68. • Manipulative: Cycle of charming to abusive • Deep, deep questioning of his self-worth • Regards women as inferior • Towards teammates: shifts from the positive camaraderie to negative sense of betrayal • When not unanimously supported in his view, triggers disorder. • Tal—Captain: Borderline Personality Disorder Building the Narrative Wednesday, March 4, 15
  • 69. Narrative • Realistic characters • “Charlie Brown” theory: Problems children can handle • Escalating examples of abuse Building the Narrative Wednesday, March 4, 15
  • 70. Cycle of Abuse Lenore E. Walker, psychologist founder Domestic Violence Institute • Image: Avanduyn [Public domain], via Wikimedia Commons Building the Narrative Wednesday, March 4, 15
  • 71. http://www.nicnacnoo.com/grimm-s-toys-ball-run-assembly-set.html#.VO-xSN5cz4R Gender violence escalates/episodes: • Patronizing behavior • Dismissive attitude • Exclusionary tactics • Gender discrimination • Verbal abuse • Gang humiliation • Violation of personal property • Slander • Separation from friends • Mild physical violence • Abduction • Extreme violence Building the Narrative Wednesday, March 4, 15
  • 72. Player Choice: • Branching Narrative: Player can always choose to play for or against gender equality The player does not sabotage Will. The player trips Will during the game. The team is happy that Will gets to leave on a good note, but John is not pleased with the player While the player is tripping Will, the ball is stolen and the other team scores. The team is upset at the player. The team needs a replacement. Mary tells the player about Billy and Kate, the new kids in town. Mary accidentally bumps into John, and he proceeds to playfully ridicule her. The player tells John to leave her alone. The player ridicules along with John. EPISODE 3 John says that the coach has a list of names including the new player. John bribes the player with the reward of becoming vice-captain if he assists him in stealing it. The player also briefly meets Kate. EPISODE 4 VIOLENCE AGAINST WOMEN Episodes 3-5: John’s  demeaning  of  Mary  intensifies  by  a  degree  in  these  episodes, first as he accidentally bumps into her and ridicules her for being clumsy, and later as he orders her to fetch him a water bottle. The second female character, Kate, is introduced over the course of these episodes, but she does not factor into the abuse dynamic just yet. The player, again, must choose either to stand up for his little sister or instruct her  to  obey  John’s  command. CHAPTER 2 Peter comes along and tells John  he’s  being  a   poor role model. Peter comes along and tells the player he should be a better brother. The player does not help John. The player does what John says. John is caught and the player is praised for not following him. Both John and the player are caught. The player is ridiculed and shamed. The new player will join the team next episode. In the meantime, the player is invited by Mary to give Kate a tour of the town. When John sees Mary, he forces her to fetch him a bottle of water. EPISODE 5 The player tells John that he  can’t  order   Mary around. The player tells Mary to do as John says. Mary appreciates the help, yet John still persuades her to do it. Mary uncomfortably and reluctantly complies. T WOMEN key female characters is introduced: Mary, the  player’s  younger  sister— fan. Over the course of these two episodes, she is mistreated by John, ve character. This  mistreatment  takes  the  form  of  John’s  demeaning  her   layer must choose between sticking up for his sister or going along with y  dismissive  attitude  toward  her. To  everyone’s  shock, the new player is not Billy, but Kate. John makes it apparent that he believes a girl could never be a suitable replacement in what  he  calls  a  “boys  only”   sport. The player ignores  John’s   insults and welcomes her. The player sides with John. EPISODE 6 The question is raised as to why Kate moved into town. John comes up with crude rumors to ruin her reputation. EPISODE 7 VIOLENCE AGAINST WOMEN Episodes 6-8: Kate emerges in these episodes as not merely another female character but the new player on the team—a  direct  challenge  to  John’s  sense  of  what  girls  can  and  cannot  do, where they do and do not belong. His refusal to accept her as an equal, despite her obvious ability, is established as a key dramatic tension that will persist throughout the game. In expressing his rejection of Kate, John spreads rumors about her designed to damage her reputation. The player must choose to accept what is obvious—that Kate is an asset to the team—or to side with John in marginalizing her. Mary enters the dynamic as the guardian of a secret with which Kate has entrusted her. This presents the player with another choice: to wrest the secret from Mary or support her in honoring her duty to her new friend. CHAPTER 3 John tries to make a fool of Kate, but gets humiliated when it  doesn’t  work. The player is knocked unconscious by a soccer ball during one  of  John’s   failed pranks. The player talks to Kate about the issue personally. The player jeers at Kate with John. Kate appreciates the gesture, but says  she  isn’t   ready to talk about it. Mary says that it’s  not  true  and  is   shocked to find her brother making fun of Kate. Mary knows the reason why Kate moved. John attempts to threaten and charm the player into giving him information that’s  not  his  to  know. EPISODE 8 The player does not tell John what Mary told him. The player tells John what Mary told him. Kate eventually comes clean to the team when she’s  ready. Kate is crushed and no longer trusts the player. Most of the team is over Kate’s  moving  there, but some  aren’t. Kate drops her journal while leaving practice and  one  of  John’s  friends   steals it and runs off before she can pick it up. The player helps her retrieve the journal. The player does not help her retrieve the journal. EPISODE 9 John demeans Mary for always being at the field. John continues to talk behind her back. Peter  doesn’t  want  to   practice if John keeps being a jerk. EPISODE 10 VIOLENCE AGAINST WOMEN Episodes 9-12: As in previous episodes, John’s  initial  verbal  abuse  of  Kate  finds  physical  form. At one point, he steals her journal in an effort to humiliate her in front of the team. He also continues to abuse Mary, who is a consistent presence at the football pitch. She becomes  a  convenient  target  of  his  anger  as  he  grows  frustrated  with  Kate’s  refusal  to   quit—and  with  other  players’  support  of  her. The  player’s  choices  intensify  in  these  episodes. He has the opportunity to intervene  on  Kate’s  behalf. Likewise, he has the opportunity to defend his sister. CHAPTER 4 Kate thanks the player and Peter. John opens it before they get it back. He lies about reading something bad. Peter retrieves it himself; however John opens it before Peter gets to it. John lies about reading something bad. The player sides with Peter. The player sides with John John refuses to practice with someone like Peter, John and Peter argue. Both refuse to practice that day. John tells the player to convince Kate to come to the pitch that night for an “initiation.”  When  she  arrives, some of the team members steal her bag and play keep- away with it. EPISODE 12 The player gives it back to Kate. The player keeps the game going. Kate thanks the player, but John is completely furious at the player for ruining his fun. Kate steals it back before the player completes the pass. The player is made fun of by John and his friends. John says that since the coach  won’t  kick  Kate  off  the   team, it’s  up  to  the  players  to   decide. The player must choose to have Kate leave, or else John will. The player chooses Kate. The player chooses John. EPISODE 11 Kate thanks the player for believing in her. John needs the team and stays, but  he  won’t  play   with Kate. Kate is hurt, but the positive players say if Kate leaves, they’ll  leave  as   well. Kate has been gone since she received a phone call at the end of the last episode. John is angry that the team hasn’t  performed  well  since   Kate left. He trips Mary spitefully as she walks by. The player helps Mary and asks if she’s  okay. The player laughs at Mary and calls her clumsy. EPISODE 13 Kate shows up briefly, only to say that she may not be able to play anymore. John is excited, but the rest of the team is at a loss for words. As it turns out, John and Peter were once good friends. EPISODE 14 VIOLENCE AGAINST Episodes 13-17 John’s  abuse  of episodes. Soon her (brief) absen unkind rumors a frustration reach destroying a gift The  p John’s  side  or  n behavior toward reaches  out  to  th rumormongering CHAPTER 5 Mary says that she’s  okay  and   that  she’s  proud   of the player for not falling into John’s  crowd. Mary helps herself up and walks off, saying that the player has a poor choice in friends. Mary returns to the field the next day with Kate, beaming. Kate is back. John, enraged, attempts to take his anger out on Mary. EPISODE 16 John has redirected his attention  to  Mary  in  Kate’s   absence, and rumors have started surfacing. Mary seeks the  player’s  help. The player says  that  he’ll   help Mary. The player tells Mary to stop being a baby. EPISODE 15 The player tells John to back off and Mary gains the courage to put an end to the rumors once and for all. The player ignores  Mary’s   plight and Mary snaps. John stops the rumors; he thinks she isn’t  worth  his   time. There is a divide in the team and the player must choose to play a grudge match on either John’s  team  or  Kate’s  side. EPISODE 17 The player joins  Kate’s   side. The player joins  John’s   side. When the player wins, John is humiliated and slumps off the field. Kate is welcomed with open arms. The player is slated to lose. After the match, John is humiliated and the player is a joke. Supporting Game System Wednesday, March 4, 15
  • 73. Player Choice: • Branching Narrative • Strategic: soccer matches • Skill-building: training mini-games Supporting Game System Wednesday, March 4, 15
  • 74. Value System: Narrative choices determine whom one can train with & learn from influencing soccer skill level Supporting Game System Wednesday, March 4, 15
  • 75. Value System: • Narrative decisions assign negative, positive, or neutral points Supporting Game System Wednesday, March 4, 15
  • 76. Value System: • Narrative decisions assign negative, positive, or neutral points • Some decisions are worth more than others Supporting Game System Wednesday, March 4, 15
  • 77. Value System: • Narrative decisions assign negative, positive, or neutral points • Some decisions are worth more than others • Progressing relationships: Supporting Game System Wednesday, March 4, 15
  • 78. Value System: • Narrative decisions assign negative, positive, or neutral points • Some decisions are worth more than others • Progressing relationships: • Player must earn a certain number of points & a certain ratio allows to train with differing characters Supporting Game System Wednesday, March 4, 15
  • 79. Value System: • Narrative decisions assign negative, positive, or neutral points • Some decisions are worth more than others • Progressing relationships: • Player must earn a certain number of points & a certain ratio allows to train with differing characters • Player earns special moves from characters as relationship builds Supporting Game System Wednesday, March 4, 15
  • 80. Value System: • Narrative decisions assign negative, positive, or neutral points • Some decisions are worth more than others • Progressing relationships: • Player must earn a certain number of points & a certain ratio allows to train with differing characters • Player earns special moves from characters as relationship builds • The more they play or train, the more player influences other characters determining potential for success in soccer matches Supporting Game System Wednesday, March 4, 15
  • 82. http://en.wikipedia.org/wiki/Spiral#mediaviewer/File:NautilusCutawayLogarithmicSpiral.jpg Cliff hangers: • 13 Episodes build reflection & self-awareness Supporting Game System Wednesday, March 4, 15
  • 83. http://en.wikipedia.org/wiki/Spiral#mediaviewer/File:NautilusCutawayLogarithmicSpiral.jpg Cliff hangers: • 13 Episodes build reflection & self-awareness Supporting Game System Wednesday, March 4, 15
  • 84. http://en.wikipedia.org/wiki/Spiral#mediaviewer/File:NautilusCutawayLogarithmicSpiral.jpg Cliff hangers: • 13 Episodes build reflection & self-awareness • Practice & master social action Supporting Game System Wednesday, March 4, 15
  • 85. Research participants 2013 El Salvador Conducted by Dr. Hua (Helen) Wang, University of Buffalo Study Results Wednesday, March 4, 15
  • 87. Research participants Event-based time diaries & participatory sketching Study Results Wednesday, March 4, 15
  • 88. Research participants Gamification strategies and Facebook insights Study Results Wednesday, March 4, 15
  • 89. Research participants Analytical sample AM camp group PM camp group N (Sample Size) 83 38 45 Age Range 7-18 7-15 8-18 Median & Mode 12 12 12 Mean 11.94 11.50 12.29 Standard Deviation 2.30 2.56 2.05 Sex Boys 40 20 20 Girls 29 11 18 Unknown 14 7 7 Research participants Study Results Wednesday, March 4, 15
  • 91. Character Identification 86.8% participants demonstrated considerable empathy and sympathy toward Hanna Study Results Wednesday, March 4, 15
  • 92. Character Identification • bad • selfish • rude • friendly • kind • nice • helpful • happy • enthusiastic 86.4% 88.3% 86.5% Study Results Wednesday, March 4, 15
  • 93. Behavior Modeling Draw an example of bullying (verbal, physical, psychological) that you have learned from BREAKAWAY and how to deal with it. Get the hell out Raina! What, no way! Calm down, boy, everybody can play. Study Results Wednesday, March 4, 15
  • 94. Behavior Modeling Draw an example of bullying (verbal, physical, psychological) that you have learned from BREAKAWAY and how to deal with it. “You are ugly !” I will try to ignore her “Why you say that ?” Study Results Wednesday, March 4, 15
  • 95. Behavior Modeling Draw an example of bullying (verbal, physical, psychological) that you have learned from BREAKAWAY and how to deal with it. we stop violence and leave discrimination in the past!!!!! nobody likes me because she looks nice. what's more, quit bothering her, She doesn't even hang out with you or do anything to you. yeah, she's such an ugly girl. oooh, so gross. this girl – don't talk to her Study Results Wednesday, March 4, 15
  • 96. Sticker Sheets N = 56, Range =1 ~ 29, M = 17.86, SD = 6.25 On average, campers chose more female player stickers than male player stickers although the difference was not statistically significant MF = 8.11 vs. MM = 7.64; t(55) = .57, p = .57 Girls chose significantly more female player stickers MF = 10.65 vs. MM = 5.70; t(22) = 4.81, p < .001 Boys chose significantly more male player stickers MF = 6.64 vs. MM = 10.04; t(27) = -3.83, p = .001 These patterns were consistent between AM and PM camps Study Results www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame Wednesday, March 4, 15
  • 97. Sticker Sheets Empowerment N = 56, Range =1 ~ 29, M = 17.86, SD = 6.25 On average, campers chose more female player stickers than male player stickers although the difference was not statistically significant MF = 8.11 vs. MM = 7.64; t(55) = .57, p = .57 Girls chose significantly more female player stickers MF = 10.65 vs. MM = 5.70; t(22) = 4.81, p < .001 Boys chose significantly more male player stickers MF = 6.64 vs. MM = 10.04; t(27) = -3.83, p = .001 These patterns were consistent between AM and PM camps Study Results www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame Wednesday, March 4, 15
  • 98. Sticker Sheets Empowerment Open to change N = 56, Range =1 ~ 29, M = 17.86, SD = 6.25 On average, campers chose more female player stickers than male player stickers although the difference was not statistically significant MF = 8.11 vs. MM = 7.64; t(55) = .57, p = .57 Girls chose significantly more female player stickers MF = 10.65 vs. MM = 5.70; t(22) = 4.81, p < .001 Boys chose significantly more male player stickers MF = 6.64 vs. MM = 10.04; t(27) = -3.83, p = .001 These patterns were consistent between AM and PM camps Study Results www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame Wednesday, March 4, 15
  • 99. The GREAT DEBATE: Can a girl be on a soccer team? http://breakawaygame.champlain.edu Wednesday, March 4, 15
  • 100. 1.8% Disagree The GREAT DEBATE: Can a girl be on a soccer team? http://breakawaygame.champlain.edu Wednesday, March 4, 15
  • 101. 1.8% Disagree The GREAT DEBATE: Can a girl be on a soccer team? 10.5% Conditionally agree http://breakawaygame.champlain.edu Wednesday, March 4, 15
  • 102. 87.7% Completely agree 1.8% Disagree The GREAT DEBATE: Can a girl be on a soccer team? 10.5% Conditionally agree http://breakawaygame.champlain.edu Wednesday, March 4, 15
  • 104. Acknowledgements www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame “It has always been the prime function of mythology & rite to supply the symbols that carry the human spirit forward, in counteraction to those other constant fantasies that tend to tie it back.” —Joseph Campbell, “The Hero with a Thousand Faces” Wednesday, March 4, 15
  • 105. Narrative Design Team: Kriss Barker Maureen Bonsignore Jovan Ellis Erik Esckilsen Jason Gravell Alex Gustafson Kaitlyn Kwiatkowski Sara Seffels Wendi Stein Frank Stetson Game Design Team: Amanda Crispel Heather Conover Heather Kelly Max Nichols Lauren Nishikawa Connor Norman Doug Miller Joel Pelletier Rob Witbeck Acknowledgements www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame Wednesday, March 4, 15
  • 106. Fast Facts: • Project Start: 2009 •Wednesday, March 4, 15
  • 107. A Narrative Game’s Success Addressing Gender-based Violence Ann DeMarle Champlain College Emergent Media Center, Associate Dean, Professor, Director demarle@champlain.edu, @anndemarle www.breakawaygame.com, http://breakawaygame.champlain.edu, @breakawaygame Wednesday, March 4, 15
  • 109. Murder US: 33% of female homicide victims are killed by an intimate partner. At least 60 million girls are "missing" from various populations, mostly in Asia, as a result of sex-selective abortions, infanticide or neglect. Zimbabwe: domestic violence accounts for more than 60% of murder cases that go through the high court in Harare. "Honour killings" end the lives of thousands of young women every year, mainly in North Africa,Western Asia and parts of South Asia. Wednesday, March 4, 15
  • 110. Physical Abuse US: a woman is battered, usually by her intimate partner, every 15 seconds. Globally, at least 1 in 3 women & girls is beaten or sexually abused in her lifetime. Boys who witness their fathers' violence are 10 times more likely to engage in spouse abuse in later adulthood. Africa: more than 90 million women & girls are victims of female circumcision or other forms of genital mutilation. US: 63.84% of women who reported being abused since age 18 were victims of a husband, cohabiting partner, boyfriend, or date. Wednesday, March 4, 15
  • 111. Rape US: Every two minutes someone is sexually assaulted. US: 1/5 of women have been sexually assaulted. US: 50% of female victims are girls under the age of 18. US:Young women ages 12 to 24 are at the greatest risk for sexual assault. US: yearly 10% of high school students are victims of dating violence. US:Approximately 1 in 5 college women are sexually assaulted. US:Almost 2/3 of all rapes are committed by someone known to the victim. http://www.feminist.com/antiviolence/facts.html Wednesday, March 4, 15
  • 112. “It has always been the prime function of mythology & rite to supply the symbols that carry the human spirit forward, in counteraction to those other constant fantasies that tend to tie it back.” —Joseph Campbell, “The Hero with a Thousand Faces” Wednesday, March 4, 15
  • 113. “It has always been the prime function of mythology & rite to supply the symbols that carry the human spirit forward, in counteraction to those other constant fantasies that tend to tie it back.” —Joseph Campbell, “The Hero with a Thousand Faces” Wednesday, March 4, 15