Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.564430
Title: Narrative threads : supporting young people in developing writing skills through narrative-based game creation
Author: Howland, Katherine
Awarding Body: University of Sussex
Current Institution: University of Sussex
Date of Award: 2012
Availability of Full Text:
Access through EThOS:
Access through Institution:
Abstract:
This thesis examines how narrative-based game creation can be used as an activity to improve writing skills for young people aged 11-15, and how additional representational support in a game creation tool can increase the benefits of the activity. Creating narrative-based games can involve traditional writing skills as well as requiring the 21st century skills of multimodal and interactive writing. Toolsets make it possible for young people to create 3D role-playing games with a commercial look and feel, but they do not provide support for the complex task of interactive and multimodal narrative creation. To investigate the desirable features of a tool that would support this task and the associated learning, an extensive learner-centred design process was conducted. This involved teachers and young people, and also incorporated relevant theory synthesised into a design model. A suite of tools, Narrative Threads, was designed and developed through an iterative process to provide the support highlighted as important. Two evaluative studies were conducted in different learning contexts; a secondary school and a vacation workshop. A mixed-methods approach was used to examine the overall potential for the activity to support writing skills development and the impact made by additional representational support. Comparative studies between groups showed some evidence that writing skills were improved for those taking part in game creation, and there were further benefits for groups using Narrative Threads in the workshop setting, but not in the school setting. Additionally, a multimodal analysis of the games created showed that many participants demonstrated a developing proficiency in using 3D graphical elements, text and sound to convey an interactive narrative. The findings indicate promise for the approach, although additional curricular and pedagogical support would be crucial if the potential is to be actualised in a classroom context.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.564430  DOI: Not available
Keywords: LB1137 Play, games etc. ; LB1139.W7 Writing
Share: