The traditional storytelling mode follows a conventional narrative sequence – inciting incident, rising action, climax, denouement, and resolution. This model is conducive to the linear, authoritative storytelling mode, but this method is incompatible with media in which the audience actively constructs this narrative. This research project attempts to envision a flexible narrative that anticipates a plurality of actions.

Visual models were developed to explore how the narrative structure informs the underlying code imposed by the game programmers – how an educational objective can translate into hard-coded behaviors or actions enacted by the programmers. These models might improve the effectiveness of game development teams and build consensus between educators, planners, and programmers.

Project Outline

• Define educational objectives
• Research strategies for learning effectiveness
• Incorporate educational objectives into virtual experience
• Develop planning diagrams for non-linear story events
• Develop planning diagrams for A.I. behaviors
• Design Heads Up Display elements and in-game assets

Abstract

In the age of ubiquitous computing, educators are constantly engaged in adapting new media to augment their teaching capacities. The immersive virtual environment offers unique opportunities for facilitating independent problem solving. Our objective is to develop a domain to evaluate the effectiveness of a variety of research problems related to task-based learning.

Method

Our method utilizes an adaptive narrative framework that eschews the conventional linear narrative progression and affords the player the opportunity to stimulate independent reasoning and problem-solving abilities.

For the purposes of this project we have selected the domain of networked computing security. This domain lends itself to nuanced learning, as many attacks involve multiple stages, which in planning terms will mean causally linked operators. This non-linear narrative structure provides a dynamic learning experience, utilizing engaging media in a way that caters to individual learning curves.

In game heads up display (HUD) assets were necessary. HUD elements include an icon system to relate various programs to their processes, an inventory system affording user interaction with processes (inspect, move, nice, kill, delete) and a minimap relating the virtual environment to its corresponding ‘real world’ computer equivalent (each file directory has a corresponding ‘room’ in the virtual environment).