Current attitudes on digital interactive fiction and text adventure games within learning contexts: A systematic literature review

Abstract

This systematic literature review investigated 10 years of scholarly literature (2012-2022) referencing “interactive fiction” (IF) and “text adventure” within educational or learning contexts.  A systematic review protocol containing the following steps was adopted: a) database search with parameters; b) full-text article screening; c) data extraction; and d) thematic analysis.  Seven unique themes emerged from a thematic analysis of 63 high-quality scholarly articles: a) the immersive aspects of “YOU”; b) IF as a creative writing medium; c) improving reading literacy through IF; d) history instruction facilitated through IF; e) learning technology through IF; f) introducing complex topics and issues through IF; and g) building a community around IF.  Results of this study suggest that reading and writing in the nonlinear tradition results in rich, multidisciplinary learning outcomes.  Educators across disciplines are encouraged to consider ways in which they might integrate IF into their curricula to take advantage of the unique and broad benefits of practice.