This paper is a reflection on the potential of narrative video games for human sense making and perspective taking. Such games are considered in the context of storytelling and reflective action as the two core foundations of human sense making. I propose that narrative video games allow a form of player storytelling at the intersection of the game’s grand narrative and reflective action in a virtual world. I further propose that such games have the potential to create empathy for other people’s situations and perspectives in life.
Gutierrez, Amanda, Kathy Mills, Laura Scholes, Luke Rowe & Elizabeth Pink
2023. What do secondary teachers think about digital games for learning: Stupid fixation or the future of education?. Teaching and Teacher Education 133 ► pp. 104278 ff.
Klimenko, Marina A., Kevin Kapadia & Gaillot Jr Andre
2023. What Are the Morals of Video Game Stories? A Content Analysis of the Most Popular Video Games. Journal of Broadcasting & Electronic Media 67:4 ► pp. 553 ff.
Jackson, Luke C., Joanne O'Mara, Julianne Moss & Alun C. Jackson
2022. Analysing digital educational games with the Games as Action, Games as Text framework. Computers & Education 183 ► pp. 104500 ff.
Patterson, Timothy, Insook Han & Laurie Esposito
2022. Virtual reality for the promotion of historical empathy: A mixed-methods analysis. Theory & Research in Social Education 50:4 ► pp. 553 ff.
da Silva, Rafael Leonardo
2021. The Process of Moral Decision-Making in a Game-Based Narrative Scenario through the Experience of Future Government Workers. TechTrends 65:4 ► pp. 511 ff.
2020. Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts, ► pp. 320 ff.
Gilbert, Lisa
2019.
“
Assassin’s Creed
reminds us that history is human experience”: Students’ senses of empathy while playing a narrative video game
. Theory & Research in Social Education 47:1 ► pp. 108 ff.
Jackson, Luke Conrad, Joanne O'Mara, Julianne Moss & Alun C. Jackson
2018. A Critical Review of the Effectiveness of Narrative-Driven Digital Educational Games. International Journal of Game-Based Learning 8:4 ► pp. 32 ff.
Gruber, David R.
2016. Medicalization of the Post-Museum: Interactivity and Diagnosis at the Brain and Cognition Exhibit. Journal of Medical Humanities 37:1 ► pp. 65 ff.
Molyneux, Logan, Krishnan Vasudevan & Homero Gil de Zúñiga
2015. Gaming Social Capital: Exploring Civic Value in Multiplayer Video Games. Journal of Computer-Mediated Communication 20:4 ► pp. 381 ff.
Marinaccio, Philomena S., Kevin Leichtman & Rohan Hanslip
2014. Expanding the Discourse of Identity in the English Language Arts Curriculum. In Andragogical and Pedagogical Methods for Curriculum and Program Development [Advances in Educational Technologies and Instructional Design, ], ► pp. 382 ff.
Feldpausch‐Parker, Andrea M., Megan O'Byrne, Danielle Endres & Tarla R. Peterson
2013. The Adventures of Carbon Bond: Using a melodramatic game to explain CCS as a mitigation strategy for climate change. Greenhouse Gases: Science and Technology 3:1 ► pp. 21 ff.
Mascolo, Michael F.
2013. Developing through Relationships. In Embodiment and Epigenesis: Theoretical and Methodological Issues in Understanding the Role of Biology within the Relational Developmental System - Part B: Ontogenetic Dimensions [Advances in Child Development and Behavior, 45], ► pp. 185 ff.
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