Video Games and the Customization of Learning: Interactive Narratives as a Promising Design Framework for Crafting Inclusive Educational Environments

Abstract

Interactive narratives can be used to create more inclusive game-based learning environments. Combining socio-cultural perspectives with an interactive narrative format provides a means for considering learners' identities alongside course learning objectives. This paper discusses game-based learning theories, the potential value of interactive narratives in education, and current contentions about what makes a successful serious game. Because interactive narratives can be employed through instructionist or constructionist approaches, they can achieve inclusive teaching through combining the immersive use of storytelling, customization, and the ability to enable learners to practice newly-acquired skills and knowledge. The interactive narrative format intersects with socio-cultural perspectives and can benefit game-based learning in three ways: through utilizing the zone of proximal development to present customized information to all learners, allowing learners to safely practice the two components of the law of cultural development, and encouraging them to develop their media literacy skills.