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dc.contributor.authorBreien, Fredrik Sundt
dc.contributor.authorWasson, Barbara
dc.date.accessioned2021-02-25T10:35:09Z
dc.date.available2021-02-25T10:35:09Z
dc.date.created2020-12-14T18:51:37Z
dc.date.issued2021
dc.PublishedBritish Journal of Educational Technology (BJET). 2020, 0 (0), 1-21.
dc.identifier.issn0007-1013
dc.identifier.urihttps://hdl.handle.net/11250/2730336
dc.description.abstractPrevious research shows that digital game-based learning (DGBL) can have positive effects on engagement, motivation, and learning and that using narratives may reinforce these effects. A systematic review identified 15 DGBL systems that report effects from their use of narratives. A gap in the field, however, is the lack of a common model to categorize and isolate narratives in DGBL to enable an analysis and comparison of how, and under what conditions, narratives have effects on learning in DGBL systems. The ludo narrative variable model (LNVM) that has been used to isolate and categorize narratives in research on commercial video games is a candidate to fill this gap. This research has investigated the potential of this model for DGBL and resulted in an extended LNVM (eLNVM) that can be used to isolate and categorize narratives in DGBL. The 15 DGBL systems were categorized on the eLNVM and the results show that there are characteristics of DGBL systems with positive self-reported effects that separate them from other DGBL systems. Furthermore, it was possible to identify characteristics of the narrative modeling that are associated with positive effects on engagement, motivation, and learning. The paper concludes with a description of how the eLNVM will be used in future research.en_US
dc.language.isoengen_US
dc.publisherWileyen_US
dc.relation.urihttps://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13004
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.no*
dc.titleNarrative categorization in digital game-based learning: Engagement, motivation & learningen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.rights.holderCopyright 2020 The Authors.en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doi10.1111/bjet.13004
dc.identifier.cristin1859714
dc.source.journalBritish Journal of Educational Technology (BJET)en_US
dc.source.400
dc.source.140
dc.source.pagenumber91-111en_US
dc.relation.projectNorges forskningsråd: 277769en_US
dc.identifier.citationBritish Journal of Educational Technology. 2021, 52 (1), 91-111.en_US
dc.source.volume52en_US
dc.source.issue1en_US


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Navngivelse-Ikkekommersiell 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse-Ikkekommersiell 4.0 Internasjonal