Visual Novels: An Methodology Guideline for Pervasive Educational Games that Favors Discernment
Current educational games vary in how they present content, how they evaluate recently learned topics, and how student-teacher interaction is mediated. And while some treat educational games as an extra tool, others as virtual environments for practice, and some others as a replacement of the teacher, the areas of knowledge these are best suited for are usually abstract and technical. We present a method adapted from Visual Novels (VN), a sub-genre of Adventure Games born in Japan, that makes use of attractive characters, narrative engagement, puzzles and other interactive features to maintain user interest while submerging players in complex stories. With this our approach we are able to teach theoretical topics through discernment in multiple game scenarios, increasing knowledge and maintaining entertainment value. We show our results from experiments with a VN for Smart Pads we developed with Participatory Design, discuss our findings, limitations and talk about our future work.
KeywordsEducational Games Visual Novels Adventure Games Pervasive Games Game Scenarios Participatory Design
Unable to display preview. Download preview PDF.
- 1.Andrews, D., Barber, C., Efremov, S., Komarov, M.: Creating and using interactive narratives: reading and writing branching comics. In: Proc. of CHI 2012 (2012)Google Scholar
- 2.Belloti, F., Berta, R., De Gloria, A., Primavera, L.: Enhancing the educational value of video games. ACM Computers in Entertainment 7(2), Article 23 (2009)Google Scholar
- 3.Charmaz, K.: Constructing grounded theory – a practical guide through qualitative analysis. SAGE Editorial (2008)Google Scholar
- 4.Fairburn, C.G.: Eating disorders. Encyclopedia of Life Sciences, John Wiley & Sons Publishing (2001)Google Scholar
- 5.Linehan, C., Kirman, B., Lawson, S., Chan, G.G.: Practical, appropriate, empirically-validated guidelines for designing educational games. In: Proc. of CHI 2011 (2011)Google Scholar
- 6.Marsh, T., Xuejin, C., Li Zhiqiang, N., Osterweil, S., Klopfer, E., Haas, J.: Fun and learning: the power of narrative. In: Proc. of FDG 2011 (2011)Google Scholar
- 7.Rollings, A., Adams, E.: On game design. New Riders Editorial, ch. 15: Adventure Games (2008)Google Scholar
- 9.Smith, I., Connsolvo, S., Lamarca, A.: The drop: problems in the design of a compelling pervasive game. ACM Computers in Entertainment 3(3), Article 4C (2005)Google Scholar
- 10.Van’t Riet, J., Ruiter, R.A.C., Werrij, M.Q., Candel, M.J.J.M., De Vries, H.: The role of affect in message framing effects. European Journal of Social Psychology 40 (2010)Google Scholar
- 12.Vines, J., Blythe, M., Lindsay, L., Dunphy, P., Monk, A., Olivier, P.: Questionable concepts: critique as a resource for designing with eighty somethings. In: Proceedings of CHI 2012 (2012)Google Scholar
- 13.Withers, G.F., Werthem, E.H.: Applying the elaboration likelihood model of persuasion to a videotape based eating disorders primacy prevention program for adolescent girls. Eating Disorders Journal (2004)Google Scholar
- 15.Yiannoutsou, N., Papadimitriou, I., Komis, V., Avouris, N.: Playing with museum exhibits: designing educational games mediated by mobile technology. In: Proc. of IDC 2009 (2009)Google Scholar