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...
| Published in: | Teaching theology and religion |
|---|---|
| Main Author: | |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Wiley-Blackwell
[2018]
|
| In: |
Teaching theology and religion
|
| RelBib Classification: | FB Theological education HB Old Testament RH Evangelization; Christian media ZF Education |
| Further subjects: | B
course design
B ludology B Narrative B Games B Fiction B online learning |
| Online Access: |
Volltext (Verlag) Volltext (doi) |
| Summary: | 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. |
|---|---|
| ISSN: | 1467-9647 |
| Contains: | Enthalten in: Teaching theology and religion
|
| Persistent identifiers: | DOI: 10.1111/teth.12454 |