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

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

Stephen T. Slota, Michael F. Young
Copyright: © 2017 |Pages: 26
ISBN13: 9781522505136|ISBN10: 152250513X|EISBN13: 9781522505143
DOI: 10.4018/978-1-5225-0513-6.ch014
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MLA

Slota, Stephen T., and Michael F. Young. "Stories, Games, and Learning through Play: The Affordances of Game Narrative for Education." Handbook of Research on Serious Games for Educational Applications, edited by Robert Z. Zheng and Michael K. Gardner, IGI Global, 2017, pp. 294-319. https://doi.org/10.4018/978-1-5225-0513-6.ch014

APA

Slota, S. T. & Young, M. F. (2017). Stories, Games, and Learning through Play: The Affordances of Game Narrative for Education. In R. Zheng & M. Gardner (Eds.), Handbook of Research on Serious Games for Educational Applications (pp. 294-319). IGI Global. https://doi.org/10.4018/978-1-5225-0513-6.ch014

Chicago

Slota, Stephen T., and Michael F. Young. "Stories, Games, and Learning through Play: The Affordances of Game Narrative for Education." In Handbook of Research on Serious Games for Educational Applications, edited by Robert Z. Zheng and Michael K. Gardner, 294-319. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0513-6.ch014

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Abstract

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

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