Narrative Centered Game-Based Learning: Creativity, Engagement, and Writing Achievement

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Spires, H., Hervey, L. & Watson, T. (2009). Narrative Centered Game-Based Learning: Creativity, Engagement, and Writing Achievement. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 1574-1578). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30838.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Hiller Spires, Lisa Hervey, Tanya Watson, Friday Institute for Educational Innovation, North Carolina State University, USA

Abstract

Abstract: The Narrative Theater project seeks to contribute to the empirical research for game-based learning by testing the effects of the Narrative Theater on student creativity and writing achievement. In particular, seventh grade students using the Narrative Theater are introduced to the characters and virtual storyworld and then invited to write a narrative, which is automatically analyzed by the Theater’s natural language models. Through a process of active exploration and iteration, users incrementally elaborate and refine their stories, which “come alive” in the Theater. This paper will describe the iterative design process used to create the Narrative Theater and data results from student focus groups, creativity, and writing assessments. The results will contribute to the growing body of literature on game-based learning and will specifically focus on effects on student creativity and writing achievement.

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