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International Conference on Intelligent Tutoring Systems

ITS 2008: Intelligent Tutoring Systems pp 530–539Cite as

Story-Based Learning: The Impact of Narrative on Learning Experiences and Outcomes

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Part of the Lecture Notes in Computer Science book series (LNPSE,volume 5091)

Abstract

Within the intelligent tutoring systems community, narrative is emerging as an effective medium for contextualizing learning. To date, relatively few empirical studies have been conducted to assess learning in narrative-centered learning environments. In this paper, we investigate the effect of narrative on learning experiences and outcomes. We present results from an experiment conducted with eighth-grade middle school students interacting with a narrative-centered learning environment in the domain of microbiology. The study found that students do exhibit learning gains, that those gains are less than those produced by traditional instructional approaches, but that the motivational benefits of narrative-centered learning with regard to self-efficacy, presence, interest, and perception of control are substantial.

Keywords

  • Learning Gain
  • Digital Storytelling
  • Contemporary Educational Psychology
  • Believable Agent
  • Narrative Condition

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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  • DOI: 10.1007/978-3-540-69132-7_56
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Authors and Affiliations

  1. Department of Computer Science, North Carolina State University, Raleigh, NC 27695

    Scott W. McQuiggan, Jonathan P. Rowe, Sunyoung Lee & James C. Lester

Authors
  1. Scott W. McQuiggan
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  2. Jonathan P. Rowe
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  3. Sunyoung Lee
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  4. James C. Lester
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    © 2008 Springer-Verlag Berlin Heidelberg

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    McQuiggan, S.W., Rowe, J.P., Lee, S., Lester, J.C. (2008). Story-Based Learning: The Impact of Narrative on Learning Experiences and Outcomes. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds) Intelligent Tutoring Systems. ITS 2008. Lecture Notes in Computer Science, vol 5091. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-69132-7_56

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    • DOI: https://doi.org/10.1007/978-3-540-69132-7_56

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