Abstract
In order to inform about a serious subject concerned with the tragic consequences of being a victim of war in an interactive narrative game-like experience, it is essential to design a scenario which engage the participants despite the grave content. This paper thus focuses on how player engagement and playfulness can be applied to drive participants through a non-pleasurable experiential learning scenario in order to communicate serious topics. By investigating the concept of engagement in games, a framework of player engagement will be described. The framework has been used in a case-study to aid the design of an application – the “First Person Victim” – which is intended to be used in combination with an in-class discussion in order to address the serious topic. An evaluation of the scenario indicated that theme related feelings like hopelessness, fear, loneliness, and chaos are experienced by engaged participants and that there is a potential for using the scenario as a tool in teaching.
Highlights
ObjectivesThe girls played for 25 minutes, and they primarily commented on what they experienced and they discussed what to try when setting up their own intrinsic objectives like “try to get up to that tower” (Female, 15) and which activities to perform
The main objective of this study is to evaluate engagement in the FPV application and the results show that 40% clearly wanted to continue playing, while 32.5% did not want to try again and 27.5% were in doubt
While most of the students in this group state that they did not feel anything in particular, the findings show that engaged students report that the FPV triggers negative feelings, which are related to the theme, and that they want to continue even though those feelings are not fun, enjoyable or pleasurable
Summary
The girls played for 25 minutes, and they primarily commented on what they experienced and they discussed what to try when setting up their own intrinsic objectives like “try to get up to that tower” (Female, 15) and which activities to perform They talked about technical issues (problems with the mouse), game design issues (the lack of events in their experience of the scenario and the missing weapons). The boys who were aged 14 and 15 played FPV for 27 minutes and during their experience they comment on what they see and hear They mainly talked about four elements: Technical issues (lagging, graphics, and comparison with other war games), game design issues including activities and intrinsic objectives (they try to get hurt in the game, but realize that it is not possible to die, they get lost, wander in circles and it is hard for them to find the way). The teachers state that they observed that students had been participating actively, and especially at the last school the teachers reported that students had been more active than normally, and that some boys, who usually did not participate had been very involved in the discussion
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