This document provides an overview of narratives in contemporary games. It discusses frameworks for understanding game narratives, including ludonarrative and the relationship between interactivity and storytelling. Different narrative elements are explored, such as setting, character, and challenge. Examples are given of embedded and emergent narratives. Techniques for delivering narratives, like cutscenes and instructional text, are covered. The document examines established narrative structures including the hero's journey. A brief history of narratives in games is provided with examples like Zork, Sierra games, and Elder Scrolls. Contemporary challenges in multi-player narratives are also discussed. Finally, the document promotes creating simple text adventures to experiment with narratives.
This is a presentation made at the annual meeting of the Canadian Game Studies Association. A version of it will also be presented at the International Association for the Study of Dreams later in June.
"Narrative and Gameplay in Game Design" by Sherry Jones (Apr. 4, 2013)Sherry Jones
I was invited by Games MOOC (http://gamesmooc.shivtr.com/) to discuss the following topic on a Youtube live webcast:
Games MOOC - Live Event - "Narrative and Gameplay in Game Design" (April 4, 2013, 7PM MST)
http://gamesmooc.shivtr.com/events/339755?event_instance_id=4800586
"Narratology and ludology are two theories that have divided scholars in game studies; the debate arises from determining which theory is most effective for game design. Sherry will address the "narratology vs. ludology" debate, as well as the current game design trend to marry narrative with gameplay. She will also cover the key elements of narration that can facilitate game progression."
April 4, 2013 - Youtube - "Narrative and Gameplay in Game Design"
http://youtu.be/U4Uktwwn42M
This slideshow is featured in the live webcast.
"Overview and Conclusions" by Sherry Jones (August 16, 2014)Sherry Jones
I am the Game Studies Facilitator for the #Metagame Book Club (http://bit.ly/metagamebookclub). This is my Week 5 Lecture on "Overview and Conclusions." This is an overview lecture of major concepts and theories I have discussed during Weeks 1-4 lectures. Please see my previous slideshows for clarification of the ideas discussed in this slideshow.
Live Video Lecture - The live recorded youtube video of this lecture is included toward the end of this presentation.
Join the Metagame Book Club - We welcome all educators interested in gaming in education, game-based learning, gamification, and game studies to join the #Metagame Book Club.
#Metagame Book Club (July 15 - August 16, 2014)
http://bit.ly/metagamebookclub
Find us on various social media with the hashtag, #Metagame
"Epistemic Game Design for Collaborative Inquiry and Civic Engagement" by She...Sherry Jones
Aug. 5, 2015 - This is my presentation on epistemic game design for the 2015 Colorado Learning and Teaching with Technology Conference (COLTT).
Through this slideshow, we introduce the epistemic game, "The Perspective Game" by GetTheIssues(GTI) to educators and administrators of higher education.
"Prototyping Immersive Game Design as Interactive Fiction" by Sherry Jones (N...Sherry Jones
November 19, 2015 - This is a presentation on creating Interactive Fiction (IF) works as initial prototypes for large scale games. This presentation is created for the Metagame Book Club - Track 1 - Games & Psychology track. The presentation includes the live webcast recording.
Also featured in this video is Ross Moreno, the Leader Writer for 4th Axis Games (indie game studio).
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
"The Metagame Book Club: Fostering a Community of Gaming Pracademics" by Sher...Sherry Jones
Aug. 6, 2015 - This presentation is co-created by Sherry Jones and Kae Novak for the 2015 Colorado Learning and Teaching with Technology Conference.
This presentation details the origin, the development, and the future of the Metagame Book Club (http://bit.ly/metagamebookclub), an open club offered to K-20 educators to study academic works and popular literature on game studies, game-based learning, gamification (i.e. gamified learning), and the future of gaming. Book club participants also play games, such as War of Warcraft, Minecraft, Google's Ingress, and many more titles to support their teaching practices as "gaming pracademics."
Games as Logic Machines: Learning the Humanities through the Logic and Parate...Sherry Jones
Jan. 8, 2016 - This is my keynote presentation on game studies and game-based learning in the humanities for CU Boulder's Spring 2016 Graduate Teacher Program Conference: "Teaching Narrative, Ludology, and Problem-Solving in the College Classroom."
Here is the transcript to my presentation:
https://medium.com/@autnes/transcript-games-as-logic-machines-learning-the-humanities-through-the-logic-and-paratextuality-fc604aa6046c#.n12hb28gk
This is a presentation made at the annual meeting of the Canadian Game Studies Association. A version of it will also be presented at the International Association for the Study of Dreams later in June.
"Narrative and Gameplay in Game Design" by Sherry Jones (Apr. 4, 2013)Sherry Jones
I was invited by Games MOOC (http://gamesmooc.shivtr.com/) to discuss the following topic on a Youtube live webcast:
Games MOOC - Live Event - "Narrative and Gameplay in Game Design" (April 4, 2013, 7PM MST)
http://gamesmooc.shivtr.com/events/339755?event_instance_id=4800586
"Narratology and ludology are two theories that have divided scholars in game studies; the debate arises from determining which theory is most effective for game design. Sherry will address the "narratology vs. ludology" debate, as well as the current game design trend to marry narrative with gameplay. She will also cover the key elements of narration that can facilitate game progression."
April 4, 2013 - Youtube - "Narrative and Gameplay in Game Design"
http://youtu.be/U4Uktwwn42M
This slideshow is featured in the live webcast.
"Overview and Conclusions" by Sherry Jones (August 16, 2014)Sherry Jones
I am the Game Studies Facilitator for the #Metagame Book Club (http://bit.ly/metagamebookclub). This is my Week 5 Lecture on "Overview and Conclusions." This is an overview lecture of major concepts and theories I have discussed during Weeks 1-4 lectures. Please see my previous slideshows for clarification of the ideas discussed in this slideshow.
Live Video Lecture - The live recorded youtube video of this lecture is included toward the end of this presentation.
Join the Metagame Book Club - We welcome all educators interested in gaming in education, game-based learning, gamification, and game studies to join the #Metagame Book Club.
#Metagame Book Club (July 15 - August 16, 2014)
http://bit.ly/metagamebookclub
Find us on various social media with the hashtag, #Metagame
"Epistemic Game Design for Collaborative Inquiry and Civic Engagement" by She...Sherry Jones
Aug. 5, 2015 - This is my presentation on epistemic game design for the 2015 Colorado Learning and Teaching with Technology Conference (COLTT).
Through this slideshow, we introduce the epistemic game, "The Perspective Game" by GetTheIssues(GTI) to educators and administrators of higher education.
"Prototyping Immersive Game Design as Interactive Fiction" by Sherry Jones (N...Sherry Jones
November 19, 2015 - This is a presentation on creating Interactive Fiction (IF) works as initial prototypes for large scale games. This presentation is created for the Metagame Book Club - Track 1 - Games & Psychology track. The presentation includes the live webcast recording.
Also featured in this video is Ross Moreno, the Leader Writer for 4th Axis Games (indie game studio).
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
"The Metagame Book Club: Fostering a Community of Gaming Pracademics" by Sher...Sherry Jones
Aug. 6, 2015 - This presentation is co-created by Sherry Jones and Kae Novak for the 2015 Colorado Learning and Teaching with Technology Conference.
This presentation details the origin, the development, and the future of the Metagame Book Club (http://bit.ly/metagamebookclub), an open club offered to K-20 educators to study academic works and popular literature on game studies, game-based learning, gamification (i.e. gamified learning), and the future of gaming. Book club participants also play games, such as War of Warcraft, Minecraft, Google's Ingress, and many more titles to support their teaching practices as "gaming pracademics."
Games as Logic Machines: Learning the Humanities through the Logic and Parate...Sherry Jones
Jan. 8, 2016 - This is my keynote presentation on game studies and game-based learning in the humanities for CU Boulder's Spring 2016 Graduate Teacher Program Conference: "Teaching Narrative, Ludology, and Problem-Solving in the College Classroom."
Here is the transcript to my presentation:
https://medium.com/@autnes/transcript-games-as-logic-machines-learning-the-humanities-through-the-logic-and-paratextuality-fc604aa6046c#.n12hb28gk
"The Perspective Game: An Epistemic Game for Civic Engagement" by Sherry Jone...Sherry Jones
Oct. 23, 2015 - This presentation features The Perspective Game, a massively multiplayer online role playing card game (MMORPCG) that aims to provide players a fun, challenging, and immersive experience of critically examining current and emerging issues mentioned in national and international discourse. The game is created by the GetTheIssues Team, and advances the game-based learning method for adult learners/players. This presentation is for the 2015 Metro State University of Colorado Teaching and Learning with Technology Conference.
Sherry Jones is the game architecture designer of The Perspective Game. In this presentation, she defines what an epistemic game is, and illustrates how The Perspective Game is an epistemic game of which its design is driven by advanced academic theory and game design principles.
"Cultural and Social Dimensions of Games" by Sherry Jones (August 5, 2014)Sherry Jones
I am the Game Studies Facilitator for the #Metagame Book Club (http://bit.ly/metagamebookclub). This is my Week 3 Lecture on the cultural and social dimensions of games, with study emphasis on the Paratext theory, and on the paratextuality of games.
Live Video Lecture - The live recorded youtube video of this lecture is included toward the end of this presentation.
Join the Metagame Book Club - We welcome all educators interested in gaming in education, game-based learning, gamification, and game studies to join the #Metagame Book Club.
#Metagame Book Club (July 15 - August 16, 2014)
http://bit.ly/metagamebookclub
Find us on various social media with the hashtag, #Metagame
"Narrative Design and the Psychology of Emotions and Immersion in Games" by S...Sherry Jones
Nov. 23, 2015 - This presentation discusses various psychological theories employed in game design to induce player emotions and sense of immersion.
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
The Psychology of the Player & Game Character Design and Representation by Sh...Sherry Jones
Dec. 6, 2015 - This presentation explores many psychological theories that can help us understand how players think, and how game characters should be designed.
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
"Constructs of the Real and the Rhetoric of Games" by Sherry Jones (August 14...Sherry Jones
I am the Game Studies Facilitator for the #Metagame Book Club (http://bit.ly/metagamebookclub). This is my Week 4 Lecture on the "Constructs of the Real and the Rhetoric of Games," with study emphasis on Ian Bogost's Procedural Rhetoric theory, and Ryan Lizardi's examination of the counterfactual and alternate histories presented in the Bioshock series.
Live Video Lecture - The live recorded youtube video of this lecture is included toward the end of this presentation.
Join the Metagame Book Club - We welcome all educators interested in gaming in education, game-based learning, gamification, and game studies to join the #Metagame Book Club.
#Metagame Book Club (July 15 - August 16, 2014)
http://bit.ly/metagamebookclub
Find us on various social media with the hashtag, #Metagame
"Game Design: Creating Psychological Experiences" by Sherry Jones (Nov. 12, 2...Sherry Jones
Nov. 12, 2015 - This presentation on "Game Design: Creating Psychological Experiences," is created for the Metagame Book Club.
The Metagame Book Club is a free resource for K-12 and college educators and students interested in game-based learning, gamification, and game studies. Join today!
Metagame Book Club
http://bit.ly/metagamebookclub
A multimodal discourse analysis of video games (toh weimin)Toh Weimin
This is a presentation of my PhD dissertation at the International Conference on Narrative 2016 at the University of Amsterdam on 17 June 2016 from 1:15 - 2:45 pm (Panel G7 - Narrative and Video Game Characters: Perspectives on Cognition, Meaning-making, and Subjectivity)
G4H: game accessibility research @ University of Nevada, RenoEelke Folmer
Invited talk at the Games for Health Conference workshop on game accessibility. This deck of slides discusses some of our research projects at the university of nevada in Reno such as a version of guitar hero that visually impaired can play. Interfaces to popular game genres for severe motor impaired and a virtual world interface that can be accessed with a screen reader.
Computational narrative and narrative systemsMirjam Eladhari
Talk given at Computational modelling in games at BIRS, Banff, Canada in May 2016. Michael Mateas and Andy Nealen who organised the event had provided me with an abstract to use as a starting point:
“What are the different representational areas/aspects of narrative systems (e.g. dialog, story progression, etc.) and what kinds of formalisms support modeling these areas? What are the authoring tradeoffs that arise with different commitments to computational representations of narrative? For combinatorial narrative systems, how can player-perceived qualities of the narrative be modeled for guiding the combinatorial space? What might the design space look like for different approaches for player interaction with narrative systems?”
I started out making a talk where each of the questions were adressed in a section. It became a quite long and arid deck of slides. Then it struck me that
1. many of the creators of the systems I would talk about would be in the very same room, and
2. the talk was supposed to be inspirational and seed conversations for the workshop.
So I re-made the talk. I started out listing the challenges for computational narrative that we came up with at a similar seminar, one that was held in Dagstuhl in 2012. Interestingly, a lot has happened in those 4 years, much as an effect that the literacy in building expressive systems has dramatically increased - I can’t see another explanation for that there has been so many really good and ambitious - successfully ambitions - projects released lately. I’m thinking of IceBound, Blood and Laurels, and 80 Days among others. At the same time, there is the notion that the field of computational narrative has harped on unceccessfvlly hopping into rabbit holes, fighting wind-mills and chased impossible grails. In the talk, I made the argument that the field of computational narrative can only seen has having failed (illustrated by a screenshot from wikipedia) if you have a very fixed and narrow image of what the grail that is being chased actually look like. If you instead look at what is actually out there, both in terms of novels coming alive, games with high quality narrative, and story making games - well the reality speaks for itself. Computational narrative is thriving.
The talk was video-taped, and is accessible here: http://www.birs.ca/events/2016/5-day-workshops/16w5160/videos/watch/201605161034-Eladhari.html
"The Perspective Game: An Epistemic Game for Civic Engagement" by Sherry Jone...Sherry Jones
Oct. 23, 2015 - This presentation features The Perspective Game, a massively multiplayer online role playing card game (MMORPCG) that aims to provide players a fun, challenging, and immersive experience of critically examining current and emerging issues mentioned in national and international discourse. The game is created by the GetTheIssues Team, and advances the game-based learning method for adult learners/players. This presentation is for the 2015 Metro State University of Colorado Teaching and Learning with Technology Conference.
Sherry Jones is the game architecture designer of The Perspective Game. In this presentation, she defines what an epistemic game is, and illustrates how The Perspective Game is an epistemic game of which its design is driven by advanced academic theory and game design principles.
"Cultural and Social Dimensions of Games" by Sherry Jones (August 5, 2014)Sherry Jones
I am the Game Studies Facilitator for the #Metagame Book Club (http://bit.ly/metagamebookclub). This is my Week 3 Lecture on the cultural and social dimensions of games, with study emphasis on the Paratext theory, and on the paratextuality of games.
Live Video Lecture - The live recorded youtube video of this lecture is included toward the end of this presentation.
Join the Metagame Book Club - We welcome all educators interested in gaming in education, game-based learning, gamification, and game studies to join the #Metagame Book Club.
#Metagame Book Club (July 15 - August 16, 2014)
http://bit.ly/metagamebookclub
Find us on various social media with the hashtag, #Metagame
"Narrative Design and the Psychology of Emotions and Immersion in Games" by S...Sherry Jones
Nov. 23, 2015 - This presentation discusses various psychological theories employed in game design to induce player emotions and sense of immersion.
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
The Psychology of the Player & Game Character Design and Representation by Sh...Sherry Jones
Dec. 6, 2015 - This presentation explores many psychological theories that can help us understand how players think, and how game characters should be designed.
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
"Constructs of the Real and the Rhetoric of Games" by Sherry Jones (August 14...Sherry Jones
I am the Game Studies Facilitator for the #Metagame Book Club (http://bit.ly/metagamebookclub). This is my Week 4 Lecture on the "Constructs of the Real and the Rhetoric of Games," with study emphasis on Ian Bogost's Procedural Rhetoric theory, and Ryan Lizardi's examination of the counterfactual and alternate histories presented in the Bioshock series.
Live Video Lecture - The live recorded youtube video of this lecture is included toward the end of this presentation.
Join the Metagame Book Club - We welcome all educators interested in gaming in education, game-based learning, gamification, and game studies to join the #Metagame Book Club.
#Metagame Book Club (July 15 - August 16, 2014)
http://bit.ly/metagamebookclub
Find us on various social media with the hashtag, #Metagame
"Game Design: Creating Psychological Experiences" by Sherry Jones (Nov. 12, 2...Sherry Jones
Nov. 12, 2015 - This presentation on "Game Design: Creating Psychological Experiences," is created for the Metagame Book Club.
The Metagame Book Club is a free resource for K-12 and college educators and students interested in game-based learning, gamification, and game studies. Join today!
Metagame Book Club
http://bit.ly/metagamebookclub
A multimodal discourse analysis of video games (toh weimin)Toh Weimin
This is a presentation of my PhD dissertation at the International Conference on Narrative 2016 at the University of Amsterdam on 17 June 2016 from 1:15 - 2:45 pm (Panel G7 - Narrative and Video Game Characters: Perspectives on Cognition, Meaning-making, and Subjectivity)
G4H: game accessibility research @ University of Nevada, RenoEelke Folmer
Invited talk at the Games for Health Conference workshop on game accessibility. This deck of slides discusses some of our research projects at the university of nevada in Reno such as a version of guitar hero that visually impaired can play. Interfaces to popular game genres for severe motor impaired and a virtual world interface that can be accessed with a screen reader.
Computational narrative and narrative systemsMirjam Eladhari
Talk given at Computational modelling in games at BIRS, Banff, Canada in May 2016. Michael Mateas and Andy Nealen who organised the event had provided me with an abstract to use as a starting point:
“What are the different representational areas/aspects of narrative systems (e.g. dialog, story progression, etc.) and what kinds of formalisms support modeling these areas? What are the authoring tradeoffs that arise with different commitments to computational representations of narrative? For combinatorial narrative systems, how can player-perceived qualities of the narrative be modeled for guiding the combinatorial space? What might the design space look like for different approaches for player interaction with narrative systems?”
I started out making a talk where each of the questions were adressed in a section. It became a quite long and arid deck of slides. Then it struck me that
1. many of the creators of the systems I would talk about would be in the very same room, and
2. the talk was supposed to be inspirational and seed conversations for the workshop.
So I re-made the talk. I started out listing the challenges for computational narrative that we came up with at a similar seminar, one that was held in Dagstuhl in 2012. Interestingly, a lot has happened in those 4 years, much as an effect that the literacy in building expressive systems has dramatically increased - I can’t see another explanation for that there has been so many really good and ambitious - successfully ambitions - projects released lately. I’m thinking of IceBound, Blood and Laurels, and 80 Days among others. At the same time, there is the notion that the field of computational narrative has harped on unceccessfvlly hopping into rabbit holes, fighting wind-mills and chased impossible grails. In the talk, I made the argument that the field of computational narrative can only seen has having failed (illustrated by a screenshot from wikipedia) if you have a very fixed and narrow image of what the grail that is being chased actually look like. If you instead look at what is actually out there, both in terms of novels coming alive, games with high quality narrative, and story making games - well the reality speaks for itself. Computational narrative is thriving.
The talk was video-taped, and is accessible here: http://www.birs.ca/events/2016/5-day-workshops/16w5160/videos/watch/201605161034-Eladhari.html
Hellink is a video game designed to teach information literacy while remaining true to the independent game scene values of high gameplay and narrative quality. It was developed in 2016 in the Sorbonne University by a team of video games professionals from the traditional game industry.
Ian Bogost’s concept of procedural rhetoric is a tantalising theory of the power and potential of computer games, especially serious games. Yet does this concept really distinguish games from other media? Can this concept be usefully applied to the design and critique of serious games? This paper explores the ramifications of games (particularly serious games) as procedural rhetoric and whether this concept is problematic, useful, inclusive, or better employed as a recalibrated meta-epistemic theory of serious games that persuade or suggest to the player that the game mechanics, game genre, or digitally simulated world-view is open to criticism and reflection.
From Storytelling to Story-playing
Intertextuality and Contexts of Production in Game Adaptation
This paper proposal is based on a study of game production in the context of cross-media strategies, and follows the adaptation journey of the Muddle Earth IP from a children’s book, into a BBC TV series, and finally into a game.
The research looks at the text and its production, drawing on empirical data from game-playing, interviews with producers and the analysis of design and production documents.
Game adaptations of narratives from other media are based not just hypertextually on their source texts, but also intertextually on other games and games conventions. Besides textual influences, game adaptations are also strongly shaped by ‘extratextual’ conditions of production (budgets, technology, editorial guidelines), all of which influence the ways in which game adaptations translate existing narratives.
The paper explores how storytelling devices in games both remediate older forms of media, but also create new ways of telling (or playing) stories. In this process, different source narrative elements are reused, enhanced or discarded – and mixed with ludic elements – through decisions shaped by commercial, editorial and other criteria, which ultimately define the final game text.
Steering away from outdated notions of ‘fidelity’ in adaptation studies, the paper proposes the concept of ‘brand consistency’ as an essential requirement of cross-media strategies, to achieve seamless audience experiences and maximize IP audiences across media.
The theoretical framework is derived from game studies, adaptation studies, intertextuality theory, narrative theory, and political economy.
A Student Support Community presentation that I hosted on October 19, 2013. It features signs made at Imagechef.com and strategies for weaving games in your classes - suitable for teachers and learners to use.
Creating interactive digital books for the transition from secondary to under...Christian Bokhove
In the United Kingdom, many students struggle in their transition from secondary school mathematics to undergraduate mathematics. It is not always possible to remediate deficiencies in mathematical knowledge within a school setting. At the same time, we know that Intelligent Tutoring Systems can aid students in acquiring, practicing, and assessing mathematical content. In this paper, we will present interactive workbooks created at our institution, that cover units of study from the secondary A-level mathematics curriculum, comprising a series of technical expositions and a modular collection of quizzes. Each quiz addresses content equivalent of at most two classroom lessons and features automated feedback bespoke to the students’ (algebraic or numeric) input. The ‘digital books’ make use of a Computer Algebra System to provide automated feedback. The development of the books is a collaborative process in a ‘Community of Interest’ with local secondary teachers, developers recruited from local departments, and the Southampton Education School. An iterative design-based research approach was adopted for the development, with multiple opportunities for feedback and improvement. After initial prototyping, a teacher focus group will attend a follow-up session where they are invited to review the materials and to make suggestions or requests before implementing them with their students later in the year. We present preliminary reflections on the results of our reflective design-based process, and discuss how this process contributes to both better digital books and research insights.
Help-seeking in an online maths environment: A sequence analysis of log filesChristian Bokhove
In online mathematics environments feedback is often provided to help students make progress. However, the extent to which students make use of such feedback, so-called ‘help-seeking’, depends on numerous instructional variables, including the design of the online platform and individual student characteristics. Furthermore, student behaviour in such platforms are not independent events: the order in which tasks are completed matters, and we therefore have to study sequences of such events. This study used student data from UK students in grades 3 to 5 with at least 100 lesson records in the academic year ’18-’19 (N=1,799), totalling 1,048,575 records between December 2010 and January 2019, from an online mathematics platform. Sequence analysis was applied to the data to uncover patterns of help-seeking. The results showed that help, task difficulty and precision interact, demonstrating the usefulness of learning analytical approaches like sequence analysis.
Learning loss and learning inequalities during the covid-19 pandemic: an anal...Christian Bokhove
The transition to distance schooling during the pandemic has exacerbated inequalities by socio-economic status (SES) due both to the gap in the volume of schoolwork completed and to the relative ability or inability of some parents to support their children’s learning. In this presentation I will report on a longitudinal analysis of Understanding Society data from the two school closures in April 2020 and January 2021, which colleagues Dr Nic Pensiero, Prof Tony Kelly and I conducted for the ESRC. The analysis included parents' occupations, computer availability and parents' work patterns. The provision of schoolwork improved in both primary and secondary schools in the second closure period compared to the first school closure period, with the increased provision explained by the more lessons, greater availability of computers and families being better prepared for the second school closure. While parental occupation alone was found to be a significant determinant of differences in the volume of schoolwork among students, its effect was amplified when combined with student access to computers, family circumstances and parental working patterns. Primary school children of single parents who worked from home were able to reduce the gap in schoolwork done compared to the most advantaged socio-economic group, but generally, inequalities between socio-economic groups in the uptake of schoolwork remained stable between the two school closure periods. I will discuss what these findings have taught us.
The challenge of proof in the transition from A-level mathematics to universityChristian Bokhove
Students’ difficulties with mathematical proof and transition from secondary to university mathematics are key topics within mathematics education research. In this talk, we report on research with the Southampton Mathematics department and A-level mathematics teachers. In the transition from A-level maths and further maths to undergraduate mathematics, the topic of proof always is a big challenge for students. In our study, we analysed answers to a ‘proof by induction’ task from first-year undergraduate mathematics students. Findings show that many students find the proof by induction process challenging. Results illustrate the difficulties students face when they are asked to engage with a proof by induction task within the Calculus context and provide insight into the transition from A-level maths to undergraduate maths. We highlight how a multidisciplinary team of mathematics specialists (mathematics education researchers, secondary maths teachers, mathematicians) created a resource to support A-level teachers, trialled in this academic year. The booklet ‘Thinking about Proof’ supports A-level teachers in teaching proof and facilitating a smoother transition to university mathematics.
(On)waarheden en (on)bekende zaken uit onderzoek over reken-wiskundeonderwijsChristian Bokhove
(On)waarheden en (on)bekende zaken uit onderzoek over reken-wiskundeonderwijs
Als je de geluiden in de media mag geloven, dan staat het reken-wiskundeonderwijs of elk moment op instorten of gaat het prima. Vaak worden deze claims kracht bijgezet door het citeren van onderzoek. Sommige criticasters zeggen dan ook wel dat je met onderzoek alles kunt bewijzen.
In deze lezing kijk ik naar verschillende bronnen die worden aangehaald bij discussies over het reken-wiskundeonderwijs. Onderwerpen die de revue passeren zijn:
• Wat internationale en nationale peilingen over de stand van ons reken-wiskundeonderwijs zeggen.
• Het complementaire karakter van vaardigheden en inzicht.
• Onderzoeksthema’s die veelvuldig langskomen in discussies, bijvoorbeeld met de inspectie en de recente NPO menukaart. Van enkele van deze thema’s, geef ik concrete voorbeelden hoe onderzoek soms ge- en mis-bruikt wordt.
Ik zal aangeven hoe onderzoek gezamenlijk vaak een pluriform en genuanceerd beeld van het reken-wiskundeonderwijs geeft, maar dat het belangrijk is om breed te lezen, de context te bevragen, en dieper te graven dan simplistische slogans.
Methodological innovation for mathematics education researchChristian Bokhove
In this talk I will highlight how innovative research methods can help us in answering research questions for mathematics education. Some examples will be:
The use of social network analysis for communication networks of trainee mathematics teachers, as well as interactions in the mathematics classroom.
The use of sequence analysis for analysing data from an online mathematics tool.
The usefulness of open approaches to improve research transparency.
I will draw these projects together to sketch some interesting directions for mathematics education research.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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1. Narratives in
Contemporary Games
Dr. Christian Bokhove
Southampton Education School
University of Southampton
@cbokhove
Disclaimer: I’ve tried to make sure all the content is referenced and accounted for. If
you feel there is content that should not be there pleas elet me know.
2. Contents
• Background and rationale
• Frameworks and narrative elements
• Exploring different games and their narrative elements
• Creating a narrative: text adventures
3. This is me
• Educational researcher
• Maths education academic
• Use of technology
• Game enthusiast: shamelessly talk about my love for games
• In perspective
• Week 2 on narratives
• Location based games and narratives: know Ingress?
4. The role of narratives
• Contemporary discussions
• Gamification!
• Point
• Leaderboards
• Badges
• Surely there is more to games than that
• Looking back shortly at the games in 2014 I liked…
8. Frameworks (a lot of different entry points)
• Setting, character, challenge
• Ludonarrative: http://en.wikipedia.org/wiki/Ludonarrative
• Clash game and narrative:
http://www.jesperjuul.net/text/clash_between_game_and_narrative.
html
• Very nice blog on narrative:
http://hitboxteam.com/designing-game-narrative
• http://www.lhn.uni-hamburg.de/article/narrativity-computer-games
• This
10. Or two opposing aspects?
There's a conflict between
interactivity and storytelling: Most
people imagine there's a spectrum
between conventional written stories on
one side and total interactivity on the
other. But I believe that what you really
have are two safe havens separated by
a pit of hell that can absorb endless
amounts of time, skill, and resources.
-Walter Freitag, game designer.
... the fundamental qualities that make a
good game have remained unchanged and
elusive. Consumers still flock to buy
original, addictive, and fun games, leaving
many flashy products with million-dollar
budgets languishing in the $9.99 bin.
These costly failures demonstrate that the
consumer does not desire a cinematic
experience, but rather a quality gaming
experience.
-Sid Meier, game designer.
“Where gameplay is all about
interactivity, narrative is about
predestination. There is a pervasive
feeling in the game design community
that narrative and interactivity are
antithetical.”
- Mateas and Stern, “Interaction and
Narrative”
http://www.jesperjuul.net/text/clash_between_game_and_narrative.html
13. Theory: Ludology vs. Narratologism
• Narratologist / Narrativist
• scholar who uses “narrative and literary theory as the foundation upon which
to build a theory of interactive media.” –M. Mateas
• Ludology
• most often defined as the study of game structure (or gameplay) as opposed
to the study of games as narratives or games as a visual medium.” –Game-
research.com
http://www-2.cs.cmu.edu/~michaelm/publications/CMU-CS-02-206.pdf
source
14. Plot vs. Narrative
• Plot and narrative are often used interchangeably, but
they don't necessarily operate as such.
• Plot refers to the pattern of events in a narrative; the
sequence of events: the causal chain of “what
happened and why.”
• Princess was kidnapped.-> Hero finds out. -> Hero must
rescue the princess by completing these tasks. -> If hero
completes task, princess is saved.
• Narrative is the larger narrated story. This can exist
without a plot or as a larger system in which plot
exists.
• Narrative does not necessarily require a causal chain. Could
be a history of events or sequence, technically the level
progression in Tetris could be a narrative.
http://www.slideserve.com/julius/games-and-narrative source
15. Winter: Games tell stories
• A game’s narrative is the aspects of a game that contributes to it telling a
story
• Questions concerning whether games are narratives, or whether narrative provides
just one way to look at games are still actively debated.
• Narrative is also used to describe the story itself
• Computer games stretch the notion of narrative
• The interactivity of computer games, like the interactivity of hypertext, pushes hard
against existing theories of linear narrative
• No longer just one privileged story being told; many possible ways to experience a
non-linear narrative (computer game, hypertext fiction)
http://classes.soe.ucsc.edu/cmps080k/Winter07/lectures/narrative.pdf source
16. Embedded vs Emergent Narratives
• Embedded narrative
• Pre-generated narrative content that exists prior to a player’s
interaction with the game
• Cut scenes, back story
• Are often used to provide the fictional background for the game,
motivation for actions in the game, and development of story arc
• Emergent narrative
• Arises from the player’s interaction with the gameworld, designed
levels, rule structure
• Moment-by-moment play in the game creates this emergent narrative
• Varies from play session to play session, depending on user’s actions
• Game design involves employing and balancing the use of
these two elements
source
17. Narrative descriptors
• A narrative descriptor is an element of a game that
communicates aspects of its story to the player
• Broad concept, which encompasses most visual elements
of a game and its surrounding context
• Instructional text
• Cut scenes (I would also add music)
• Interface elements (joystick, buttons, controller, and how they’re
used)
• Visual elements comprising the field of view of the player
• Narrative through mechanics (moral choices)
21. Visual elements
‣ So do the visual elements of the game places you in space
‣ Wrap-around space also contributes to this feeling
‣ UFO ties into cultural understandings
23. Ip, B. (2011). Narrative Structures in Computer
and Video Games: Part 1: Context, Definitions,
and Initial Findings . Games and Culture, 6,
103-134.
There is a second part:
Ip, B. (2011), ‘Narrative structures in computer
and video games. Part 2: Emotions, structures,
and archetypes’, Games and Culture, 6 (3),
SAGE, 203-244. (DOI:
10.1177/1555412010364984)
24. Techniques for narrative delivery
• Interactive narratives
• Back stories
• Cut scenes (incl. interactive)
• Structures
28. Embedded Narratives
Barry Ip: Narrative interventions
1. narrative presented as passive game screen;
2. narrative presented as on-screen text;
3. narrative presented as cut scene;
4. narrative presented as cut scene combined with on-screen text;
5. narrative presented as combination of gameplay, cut scene, and on-screen text;
6. narrative presented as combination of gameplay, sound, and textual cues;
7. short game prompts (mission hints or pointers) presented as on-screen text;
8. short game prompts (mission hints or pointers) presented as a cut scene;
9. short game prompts (mission hints or pointers) presented simultaneously as cut
scene and on-screen text;
10. short game prompts (mission hints or pointers) presented as an integral part of
gameplay;
11. short game prompts (mission hints or pointers) presented as gameplay, sound,
and textual cues;
12. credit roll and/or ending sequence.
Narrative Structures in Computer and Video Games: Part 1: Context, Definition and initial findings -Barry Ip
29. Embedded Narratives: analysis (1)
Narrative Structures in Computer and Video Games: Part 1: Context, Definitiona and initial findings -Barry Ip
30. Embedded Narratives: analysis (2)
Narrative Structures in Computer and Video Games: Part 1: Context, Definitiona and initial findings -Barry Ip
31. Story Graphs
Narrative Structures in Computer and Video Games: Part 1: Context, Definition and initial findings -Barry Ip
This shows that
research on this
becomes dated
very quickly
35. Now for my
history of narratives in
gaming
(while making this I realized there is far too much choice.
Also, I can never do justice to all these games in a few buzz words.
Finally, I think I do not reveal anything ‘secret’ but maybe spoilers.)
37. Zork I
• Chronologically played this one after a lot of the other games
• "It is pitch black, you are likely to be eaten by a grue."
• Frotz on tablet
38. Sierra games
• First game: Leisure Suit Larry in The Land of the Lounge Lizards
• King’s Quest series
• Police Quest series
• Film Noir elements
• Later: LA noire
• Space Quest series
https://www.youtube.com/watch?v=hCgFYW1--JI
39. Lucasarts
• SCUMM
• Maniac Mansion
• Day of the Tentacle
• Secret of Monkey Island
https://www.youtube.com/watch?v=ySmLlHTV5rU
40. The Elder Scrolls
• Morrowind, Oblivion, Skyrim
• Lore
• Music
• Last version online:
big challenge balancing
multiplayer and narrative
gameplay
41. L.A. Noire
• Film Noir
(another top game in
this genre: Max Payne 1 + 2,
3 is good but not so much
Film Noir any more)
• Detective work
• Facial features
• Narrative and investigation
central (recent: Velvet Sunset,
but
http://www.giantbomb.com/la-noire/3030-21500/
42. The Witcher
• Medieval fantasy
• Part Three coming up
(I would hope it is
sort of the next Skyrim
that never came)
43. Fallout (3)
• Clearly interface from Oblivion
• Post-nuclear theme
• Many games with these elements
• (Sometimes with zombies)
44. Mass Effect 1-3
• My favourite game series
(certainly in space, though
Dead Space excellent as well)
• Space adventures
• Different modes (action, story, RPG)
• Moral decisions influence game progression
• Lots of anger about ending
(which shows the series was
immersive, imo)
45. Bioshock
• 1, 2 and Infinite
• Under water & in skye
• Lots of historical similarities
• Movies of discussions
story plot
49. Breaking free from traditional
• Dear Esther
• http://www.dailykos.com/story/2013/10/27/1250832/-Narrative-in-video-
games#
• Originally Academic project
• Mixed reception: story
v interaction
• Kentucky Route Zero
https://www.youtube.com/watch?v=hlGdbziSwEY
51. Last of us
• Only PS4
• Post-apocalyptic
https://www.youtube.com/watch?v=ZkLPKd-Vs8g
52. Telltale
• The Walking Dead
• Post-apocalyptic, zombies
• Game of Thrones
• The Wolf Among Us
• Tales from the Borderlands
https://www.youtube.com/watch?v=swYQEGmPm0k
54. Contemporary challenges
• And I could have done Mafia 1 and 2,
Watch Dogs, Assassin’s Creed
• A lot of principles stayed the same
• Although graphics, audio etc. have vastly
improved
• Multiplayer and narrative
• Some use co-op for this e.g. Watch Dogs
• How do you supply a good narrative
and still integrate multiplayer
55. Now you are going to make a narrative
• Would be a bit too involved to add graphics etc.
• Text adventure makers: just as expressive for narratives
• Adrift
• QUEST: http://textadventures.co.uk/ (also has version of Zork!)
• Platform independent (browser version)
• TASK
• Explore the site and register
• Try out the tutorial and make a simple adventure
http://docs.textadventures.co.uk/quest/tutorial/
• Pay particular attention to the NARRATIVE