ISLT 7384: Access: A Learning Story Narrative Game Prototype

This presentation aligns with the Deviser badge of the WSSG (Why So Serious Games) Academy.

Instructional designers (ID) often need to design and advocate for accessibility for learners; however, creating successful learning solutions requires understanding the complexities and context of an organization’s culture. Gee’s identity principle describes how learning in a game invites the learner to become a new person (2013). Created in Twine, the Access: A Learning Story game prototype invites current instructional design students or new instructional designers to practice this identity in an authentic game environment.

The game centers on two learning goals:

• Goal 1: Examine the needs of the individual or group with an accessibility problem within two attempts of a challenge.
• Goal 2: Select the best practice to provide the best solutions for the accessibility need to reach the best game outcome.

Plot Summary

In Access, you play as Lauren, a new instructional designer who just graduated with a Masters in Learning Technology and Design. As the newest ID on the eLearning team, Lauren feels pressure to learn her job quickly. However, when she discovers some unmet accessibility needs, she must design accessible learning solutions for a university while navigating the accommodations-first culture. In the game, Lauren encounters conflict with her boss’ expectations about workload, overwhelmed team members, and the wider culture of the university. She must build relationships with others (coworkers, faculty, students, and librarians), listen to their needs, and find the best solution to build a proactive accessibility culture. The game concludes with the success of this undertaking.

Map the Story Progression

Access occurs over the course of an academic year. The Fall and Spring semesters include several inciting events which create conflict, challenge, and resolution. (Table 1). The game begins with the protagonist learning the background through the chaotic and demanding first weeks of a new job. Lauren receives clear directives from her boss, Donna; however, the player finds room to explore accessibility, build relationships, and propose learning solutions.

As the game progresses, success with challenges build your rapport with the team. However, a solution might create conflict requiring an explanation of its value. For example, when Donna tells Lauren the team does not have the bandwidth to address URL problem, the player can offer the solution to start small with each course run (Image 1).

Initially, this project creates conflict with Kevin, an overwhelmed instructional designer who feels it to add to their workload. An instructor also does not like his course content being altered. If the player diffuses this situation they gain Kevin’s support—necessary for the unauthorized work on an accessible syllabus which allows you to gain an accessibility champion from an esteemed professor on campus (Image 2). 

After playing the game, the player encounters several conclusions, including Lauren:

• Becomes inundated with work—which result in an accessibility incident causing a student to sue the university.
• Makes small advances but fails to build the necessary relationships and culture around accessibility.
• Provides meaningful accessibility solutions while collaborating with champions and builds a more proactive, accessible culture.

Branching Storyboard

Access includes several story branches (Image 3). The main story involves three members of the eLearning team training Lauren on the learning management system, syllabus, and media. In each instance, an accessibility issue must be addressed through a solution—and the solution either gains support or creates conflict. Learning goal 1 can be found in situations such as when the player asks Donna about descriptive links, requests more information from Dr. Brodie, and library collaborations. Learning goal 2 generally follows the first goal being met with successful relationship building. In the “They Never Read the Syllabus” Challenge, if Lauren asks Dr. Brodie to tell her more (Goal 1) rather than jumping into build his quiz, she finds she can offer a better solution (Goal 2) (Image 4). 

Enabling Problem Solving

Instructional designers often find themselves in the role of problem solvers—and “gamification has been shown to improve the ability of learners to problem solve” (Kapp, 2012, p. 147). Access supports this need to develop problem solving skills in several ways, including:

Assume a Role

Kapp (2012) states “To foster higher level skills, the player should assume a role during the game and not just play.” (p. 148). In Access, the player assumes the role of the protagonist, Lauren, as she navigates her first instructional design job. 

Authentic Environment

Kapp (2012, p. 156) urges designers to “strive to create games that closely represent situations the learner will encounter in the real world.” Although fictionalized, the game includes a realistic representative of an eLearning team at a university encountering accessibility needs and situations—and places the player within an authentic context (Image 5). 

Complex Storyline

Instructional designers often encounter complex situations which need viable solutions infused within a context. Kapp shares that “if done well, the complexity of the story will foster increased thinking and cognition.” (p. 151). In Access, building relationships requires time and subtly as providing a solution might cause resistance to change.

Replayable with Different Results

Complex games with different ways to completion require the player to use higher-thinking skills (Kapp, 2012, p. 157). Access includes three main endings: becoming too inundated with work to improve accessibility; limited success building accessibility solutions; and actual success with creating relationships which support a proactive accessibility culture (Image 6).

Conclusion

As designers, we must understand context, build relationships, and navigate complexity to provide meaningful learning solutions. These higher-level skills take time and experience to develop—and gamification can provide the means to support novices as they become experts. While still a prototype, the Access game includes the foundations to help new instructional designers develop problem solving skills necessary for this learning journey.

References

Gee, J. (2013, November 13). Jim Gee: Principles on gaming [Video]. YouTube. 

Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.