Today, the convergence of art, gaming, media, and narrative allows us to experience a new transmedia, storytelling form, often for learning purposes. For acclaimed game designer Elan Lee, we are right now in the middle of an... [ view full abstract ]
Today, the convergence of art, gaming, media, and narrative allows us to experience a new transmedia, storytelling form, often for learning purposes. For acclaimed game designer Elan Lee, we are right now in the middle of an exciting and contemporary era in the history of storytelling, a new era where users adopt an always-on, always-connected, means of interaction – and yet, we don’t have a name for it (Gamasutra, 2013).
Over time, new literacies have created situations where children have grown accustomed to using a variety of mediums in which to adapt and integrate texts for learning (Mackey, 2002). The New Media Literacies Project (2016) outlines a framework that includes “a set of cultural competencies and social skills that young people need in the New Media landscape” (Jenkins et al., 2006: p. 3) with emphasis on collaboration and civic engagement. The ‘cultural evolution’ towards a new kind of society is epitomised by the convergence of media and narrative studies with a pedagogical approach that helps students learn through transmedia storytelling.
This evolution and convergence in learning manifests itself within Ireland’s pedagogical landscape, which is currently undergoing significant changes with the introduction of a new academic framework, the Junior Cycle. Twenty-four new ‘Statements of Learning’ are at the core of the National Council for Curriculum and Assessment (NCCA) reform. These include: the creation and critical interpretation of a wide range of texts; the appropriate use of technologies in meeting a design challenge; the application of practical skills using a variety of technologies; and the use of technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical manner (Department of Education and Skills, 2012).
Alternate Reality Games (ARGs) are transmedia narrative-based games that use the Internet and the real world as central communication platforms. The interactions of participants drive the progression and direction of the story and play experience. Boundaries between reality and fiction are disguised, as game designers ensure that characters and scenarios react dynamically to player input. Working collaboratively, players collate a fragmented narrative by deciphering codes and clues.
ARGs for Learning embody Jenkins’ ‘cultural evolution’ towards a narrative, technological, and pedagogical convergence, whilst also attaining many of the NCCA’s twenty-four ‘Statements of Learning’. The pedagogical application of ARGs is relatively new though, and there is little knowledge in how to align ARGs and Game-Based Learning (GBL). This paper presents a design-based research study that included the creation of an artefact, titled, Plunkett’s Pages, an ARG that taught players about events from the 1916 Easter Rising. The study of Plunkett’s Pages provides insights into the pedagogical application of such games, addressing the challenge of reconstructing a century-old narrative for the Digital Age. Lessons are abstracted as guidelines to assist game designers and/or educators in the creation and management of quality ARGs for Learning.
This paper highlights ARGs as a valuable game form for facilitating learning and the telling of expansive, digital stories.
Learning trends & technologies , Innovative Pedagogies for TEL
