Abstract. Whereas traditionally stories involve an author, a performer, and an
audience, much of the power of videogames as media for advancing narrative
springs from their affordance for the player to occupy more than one role—and
sometimes all three—simultaneously. In the narratively-rich videogames that
we design, players have the opportunity to perform actions, experience consequences, and reflect on the underlying social values that these situations were
designed to engage. Here, our focus is on the use of these games to engage children in experiencing ideological struggles associated with realizing social
commitments. Toward this end, we will present our theoretical argument for the
power of games as a contemporary story medium, grounding this discussion in
the demonstration of three game design projects and their implementations.
%0 Book Section
%1 barabPedagogicalDramas2009
%A Barab, Sasha A.
%A Dodge, Tyler
%A Ingram-Goble, Adam
%A Volk, Charlene
%A Peppler, Kylie
%A Pettyjohn, Patrick
%A Solomou, Maria
%B Interactive Storytelling
%C Heidelberg
%D 2009
%E Iurgel, I.A.
%E Zagalo, N.
%E Petta, P.
%I Springer Berlin
%K atlantis dramas education games haifa-games-course learning narrative pedagogical play questatlantis transformational
%P 332-335
%T Pedagogical Dramas and Transformational Play: Narratively-Rich Games for Learning
%U http://atlantis.crlt.indiana.edu/main/research/Interactive_Storytelling_Chapter.pdf
%X Abstract. Whereas traditionally stories involve an author, a performer, and an
audience, much of the power of videogames as media for advancing narrative
springs from their affordance for the player to occupy more than one role—and
sometimes all three—simultaneously. In the narratively-rich videogames that
we design, players have the opportunity to perform actions, experience consequences, and reflect on the underlying social values that these situations were
designed to engage. Here, our focus is on the use of these games to engage children in experiencing ideological struggles associated with realizing social
commitments. Toward this end, we will present our theoretical argument for the
power of games as a contemporary story medium, grounding this discussion in
the demonstration of three game design projects and their implementations.
@incollection{barabPedagogicalDramas2009,
abstract = {Abstract. Whereas traditionally stories involve an author, a performer, and an
audience, much of the power of videogames as media for advancing narrative
springs from their affordance for the player to occupy more than one role—and
sometimes all three—simultaneously. In the narratively-rich videogames that
we design, players have the opportunity to perform actions, experience consequences, and reflect on the underlying social values that these situations were
designed to engage. Here, our focus is on the use of these games to engage children in experiencing ideological struggles associated with realizing social
commitments. Toward this end, we will present our theoretical argument for the
power of games as a contemporary story medium, grounding this discussion in
the demonstration of three game design projects and their implementations.},
added-at = {2010-09-13T18:17:49.000+0200},
address = {Heidelberg},
author = {Barab, Sasha A. and Dodge, Tyler and Ingram-Goble, Adam and Volk, Charlene and Peppler, Kylie and Pettyjohn, Patrick and Solomou, Maria},
biburl = {https://www.bibsonomy.org/bibtex/24557510a65fe2de11c81cff15b9b8526/yish},
booktitle = {Interactive Storytelling},
editor = {Iurgel, I.A. and Zagalo, N. and Petta, P.},
interhash = {5866c1cc887c27a8e65725d05b33fd58},
intrahash = {4557510a65fe2de11c81cff15b9b8526},
keywords = {atlantis dramas education games haifa-games-course learning narrative pedagogical play questatlantis transformational},
pages = {332-335},
publisher = {Springer Berlin},
timestamp = {2010-09-13T18:17:49.000+0200},
title = {Pedagogical Dramas and Transformational Play: Narratively-Rich Games for Learning},
url = {http://atlantis.crlt.indiana.edu/main/research/Interactive_Storytelling_Chapter.pdf},
year = 2009
}