Abstract
The promise of Narrative Interactive Learning Environments is that, somehow, the various notions of narrative can be harnessed to support learning in a manner that adds significantly to the effectiveness of learning environments. Here, we briefly review what has been achieved, and seek to identify the most productive paths along which researchers need to travel if we are to make the most of the insights that are currently available to us.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Dickey, M.D.: Game design narrative for learning: Appropriating adventure game design narrative devices and techniques for the design of interactive learning environments. Educational Technology Research and Development 54(3), 245–263 (2006)
Davis, M., Dautenhahn, K., Nehaniv, C.L., Powell, S.D.: The narrative construction of our (social) world: steps towards an interactive learning environment for children with autism. Universal Access in the Information Society 6(2), 145–157 (2007)
Ausubel, D., Novak, J., Hanesian, H.: Educational Psychology: A Cognitive View. Holt, Rinehart and Winston, New York (1978)
Keller, J.M.: Motivational design of instruction. In: Reigeluth, C.M. (ed.) Instructional-design theories and models: an overview of their current status. Lawrence Erlbaum Associates, Hillsdale (1983)
Hall, R.H., Hall, C.R., Saling, C.B.: The effects of graphical post organization strategies on learning from knowledge maps. Journal of Experimental Education 67(2), 101–112 (1999)
Schon, D.A.: Educating the reflective Practitioner. Jossey-Bass, San Francisco (1987)
Waraich, A.: Designing Motivating Narratives for Interactive Learning Environments. PhD thesis, Computer Based Learning Unit, Leeds University (2003)
Scaife, M., Rogers, Y., Aldrich, F., Davies, M.: Designing for or designing with? Informant design for interactive learning environments. In: CHI 1997: Proceedings of Human Factors in Computing Systems, pp. 343–350. ACM, New York (1997)
Chin, G.J., Rosson, M., Carroll, J.: Participatory analysis: Shared development requirements from scenarios. In: Pemberton, S. (ed.) Proceedings of CHI 1997: Human Factors in Computing Systems, pp. 162–169 (1997)
Cooper, B., Brna, P.: Classroom conundrums: The use of a participant design methodology. Educational Technology & Society 3(4), 85–100 (2000)
Luckin, R., Underwood, J., du Boulay, B., Holmberg, J., Kerawalla, L., O’Connor, J., Smith, H., Tunley, H.: Designing educational systems fit for use: A case study in the application of human centred design for aied. International Journal of Artificial Intelligence in Education 16(4), 353–380 (2006)
Clandinin, D.J., Connelly, F.M.: Narrative Inquiry: Experience and Story in Qualitative Research. Jossey-Bass, San Francisco (2000)
Robertson, J.: The effectiveness of a virtual role-play environment as a story preparation activity. PhD thesis, Edinburgh University (2001)
Robertson, J., Good, J.: Using a collaborative virtual role-play environment to foster characterisation in stories. Journal of Interactive Learning Research 14(1), 5–29 (2003)
Machado, I., Brna, P., Paiva, A.: Learning by playing: Supporting and guiding story-creation activities. In: Moore, J.D., Redfield, C.L., Johnson, W.L. (eds.) Proceedings of the 10th International Conference on Artificial Intelligence in Education AI-ED 2001, pp. 334–342. IOS Press, Amsterdam (2001)
Heathcote, D.: Drama and learning. In: Johnson, L., O’Neill, C. (eds.) Collected Writing on Education and Drama, pp. 90–102. Northwestern University Press, Evanston, Illinois (1991)
Hall, L., Woods, S., Aylett, R.: Fearnot! involving children in the design of a virtual learning environment. International Journal of Artificial Intelligence in Education 16(4), 327–351 (2006)
Mallon, B., Webb, B.: Stand up and take your place: Identifying narrative elements in narrative adventure and role-play games. Computers in Entertainment 3(1) (2005)
Marsh, T.: Staying there: an activity-based approach to narrative design and evaluation as an antidote to virtual corpsing. In: Riva, G., Davide, F., IJsselsteijn, W. (eds.) Being There: Concepts, effects and measurement of user presence in synthetic environments, pp. 85–96. IOS Press, Amsterdam (2003)
Marsh, T.: Presence as experience: Film informing ways of staying there. Presence 12(5), 538–549 (2003)
Knickmeyer, R.L., Mateas, M.: Preliminary evaluation of the interactive drama façade. In: CHI 2005, ACM, New York (2005)
Malone, T.: Towards a theory of intrinsically motivating instruction. Cognitive Science 5(4), 333–369 (1981)
Riedl, M., Lane, H., Hill, R., Swartout, W.: Automated story direction and intelligent tutoring: Towards a unifying architecture. In: AI and Education 2005 Workshop on Narrative Learning Environments, Amsterdam, The Netherlands (July 2005)
Brna, P.: On the role of self esteem, empathy and narrative in the development of intelligent learning environments. In: Pivec, M. (ed.) Affective and Emotional Aspects of Human-Computer Interaction Game-Based and Innovative Learning Approaches, pp. 237–245. IOS Press, Amsterdam (2006)
Self, J.: The defining characteristics of intelligent tutoring systems research: ITSs care, precisely. International Journal of Artificial Intelligence in Education 10(3-4), 350–364 (1999)
Preston, S.D., de Waal, F.B.M.: Empathy: Its ultimate and proximate bases. Behaviour and Brain Science 25, 1–72 (2001)
Rogers, C.: Empathic: An unappreciated way of being. The Counselling Psychologist 5(2), 2–10 (1975)
Cooper, B., Brna, P., Martins, A.: Effective affective in intelligent systems — building on evidence of empathy in teaching and learning. In: Paiva, A. (ed.) Affect in Interactions: Towards a New Generation of Computer Interfaces, pp. 21–34. Springer, Heidelberg (2000)
Sharry, J., Brosnan, E., Fitzpatrick, C., Forbes, J., Mills, C., Collins, G.: ’working things out’ a therapeutic interactive cd-rom containing the stories of young people overcoming depression and other mental health problems. In: Brna, P. (ed.) Proceedings of Narrative and Interactive Learning Environments NILE 2004, pp. 67–74 (2004)
Diekelmann, N.: Narrative Pedagogy: Heideggerian hermeneutical analyses of lived experiences of students, teachers, and clinicians. Advances in Nursing Science 23(3), 53–71 (2001)
Conle, C.: The rationality of narrative inquiry in research and professional development. European Journal of Teacher Education 24(1), 21–33 (2001)
Sims, R.: Interactivity or narrative? a critical analysis of their impact on interactive learning. In: Proceedings of ASCILITE 1998, Wollongong, Australia, pp. 627–637 (1998)
Brna, P.: In search of narrative interactive learning environments. In: Virvou, M., Jain, L.C. (eds.) Intelligent Interactive Systems in Knowledge-based Environments, pp. 47–74. Springer, Berlin (2008)
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 2008 Springer-Verlag Berlin Heidelberg
About this chapter
Cite this chapter
Brna, P. (2008). Narrative Interactive Multimedia Learning Environments: Achievements and Challenges. In: Tsihrintzis, G.A., Virvou, M., Howlett, R.J., Jain, L.C. (eds) New Directions in Intelligent Interactive Multimedia. Studies in Computational Intelligence, vol 142. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-68127-4_4
Download citation
DOI: https://doi.org/10.1007/978-3-540-68127-4_4
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-68126-7
Online ISBN: 978-3-540-68127-4
eBook Packages: EngineeringEngineering (R0)