Instructional Games and Narrative

Instructional games work best when there is a narrative that provides the learner with the proper context for the learning that needs to take place. Narrative or story is the element that propels a learner toward a goal as well as sets the parameters for what the learner should focus upon during the instructional experience.

Narrative typically has a situation which is a series of events that unfold over time. In a game, the time frame is usually compressed so that something that typically takes a year might only be 5 minutes of game play.

Next there are characters. The characters should represent the learner in some way so the learner can identify with the characters in the story and see themselves learning or performing the correct tasks as is modeled within the game environment. The characters that do something undesirable should be played by characters the learner would not want to become.

Stories then have a plot, something happens. These are the elements that move the learner from a point of unknown to the point of knowing or realizing new knowledge. The elements of the story are either emergent–meaning the elements are a result of what the learner does within the context of the game to drive the story or pre-determined which means that the elements are pre-generated and the learner’s actions triggers that element or part of the story. For example, a branching simulation has many pre-generated decision points. A virtual world role-play with people acting as different characters in a digital role-play may have many opportunities for emergent story progression within the confines of the stated scenario.

The story will take place in some type of fictional world which will both inform and be shaped by the narrative. Story events will help expand the fictional world while the world will serve, in some ways, to constrict the action and movements within the fictional world. (this is like having a wall in a video game at the edge of a space to keep the player confined to the world and to keep the world manageable by the game developer.)

Think of an instructional game as a narrative system in which the experience of the leaner arises from interacting with the fictional world, associated characters, the plot of the game and the rules and mechanics that are associated with the game play. Finally, the narrative system has to move the learner toward both the game goal as well as the instructional goal.

Tweet about this on Twitter19Share on Facebook2Share on LinkedIn21Pin on Pinterest0

Posted in: Design, Games

Leave a Comment (2) ↓

2 Comments

  1. Karl Kapp April 24, 2014

    Ray,

    Thanks so much for stopping by the blog. Love your work with scenario-based and story-based learning. Great link to the “Grand Budapest Hotel” thanks for that link.

    You make an excellent point that the best story is in the mind of the learner, facilitated by the instructor or designer. We can’t create the experience, we can only create it.

    Great stuff Ray, thanks.
    Karl

  2. Ray Jimenez April 5, 2014

    Hi Karl,

    Post post. I will purchase your book!

    I am glad that you also highlight the value of stories.
    At the heart of a story is the promise and contract with
    learners or audience to be entertained, to discover
    and find answers …. which are ingredients of a game.

    The best game is the story that happens in the learners’
    or audience’s mind.

    I just saw “The Grand Budapest Hotel”
    http://www.imdb.com/title/tt2278388/and the story
    was a chase to discovery … even when the audience did
    not click any thing.

    More power to you,

    Ray