What IF? Building interactive fiction for teaching and learning religious studies
Games offer unique possibilities for learning, and text-based interactive fiction (IF) in particular lends itself as a low barrier to entry for instructors and students wishing to build interactive narrative games. Understanding by Design provides a framework by which to determine the best possibl...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Wiley-Blackwell
[2018]
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| Dans: |
Teaching theology and religion
Année: 2018, Volume: 21, Numéro: 4, Pages: 260-273 |
| RelBib Classification: | FB Formation théologique HB Ancien Testament RH Évangélisation ZF Pédagogie |
| Sujets non-standardisés: | B
course design
B ludology B Narrative B Games B Fiction B online learning |
| Accès en ligne: |
Volltext (Verlag) Volltext (doi) |
| Résumé: | Games offer unique possibilities for learning, and text-based interactive fiction (IF) in particular lends itself as a low barrier to entry for instructors and students wishing to build interactive narrative games. Understanding by Design provides a framework by which to determine the best possible places for instructor- and learner-built IF in any given course, whether face-to-face or online. A thick description of how an instructor conceived and developed two IF games follows, explicitly tied to course-design considerations like learning goals and assessment performances. The value of IF as a student project is explored, and finally an appendix provides resources for instructors and students to begin building their own interactive fiction. |
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| ISSN: | 1467-9647 |
| Contient: | Enthalten in: Teaching theology and religion
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| Persistent identifiers: | DOI: 10.1111/teth.12454 |