ISLT 7384: Narratology and Learning Objectives for a Game for Learning

This presentation aligns with the Narratology attribute of the WSSG (Why So Serious Games) Academy.

We’re continuing to design our games for learning for ISLT 7384. This week, I worked on activities meant to help us create Learning Objectives as well as explore the Narratology necessary for the game.

Learning Objectives

As I described in my previous post about GameStorming and Story Building, I chose to focus on an instructional designer facing the challenges of a reactive accessibility culture. The player must find solutions to various accessibility problems as well as build relationships to help scaffold support for a more proactive and inclusive culture of accessibility. The learning objectives of the game include the following:

After playing the game, learners will:

• Examine the needs of the individual or group with an accessibility problem. 
• Select the best practice to provide the best solutions for the accessibility need. 

The verbs come from Analyze and Evaluate in Bloom’s taxonomy to match the higher-level thinking required for an instructional designer solving these design problems (Larson & Lockee, 2020, p. 180). 

Narratology

The Narratology activities required us to examine our story for actions which support the learning objective. We looked at plot and progression as well as started to consider the visual elements of the game. 

I used Miro to map and create branches for my game’s story (Image 1). After a little while it started feeling a bit like the Charlie Day “Pepe Silvia” meme from It’s always Sunny in Philadelphia. 

While it’s a good start for exploring the narrative, I see where I need to do further work to develop the names, setting, and plot to improve the action points necessary for a successful and engaging game for learning. Woodward’s “Choose Your Own Adventure” Story series included several tips which might be helpful for this (2014).

As for visuals, I’d like to keep it simple and minimalist using a limited color palette, symbolic settings, and a sense of progression through the academic school year (fall, winter, spring, summer). 

References

Larson, M. & Lockee, B. (2020). Streamlined ID: A practical guide to instructional design. Routledge. 

Woodward, K. (2014, June 24). How To Write A “Choose Your Own Adventure” Story. [weblog post]. Karen Woodward.