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One of the first educational CYOAs in digital form!
Oregon Trail(1985)
What do we call them?• Interactive narratives• Branching scenarios• “Choose-your-own-adventure”
Characteristics• Participants have to make choices• Multiple endings• Non-linear• Some endings/choices can result in better or
more valuable (i.e. scores/grades) results• Often created as case-based scenarios to test
participant knowledge and possible actions
Educational Benefits• Engagement/Emotional investment
• Gamification OR Game-based Learning
• Repetition
• Situated in real-life scenarios/experiences
Top 7 Benefits of Scenario-Based Training1. Scenarios Enable “Failing Forward”:Providing a safe place to fail helps build the capacity to fix mistakes as you would in real-life.
2. Scenarios Accelerate Time:Allowing us to make a decision, implement it and experience its consequences all within the same exercise.
3.Scenarios Trigger Our Memories:Creating powerful linkages in the brain
4. Scenarios are a Form of Storytelling:Making the story relatable improves our retention
5. Scenarios Promote Critical Thinking:Providing a context to implement our best judgment
6. Scenarios Engage Our Emotions:Triggering our long and short term memory.
7. Scenarios Provide Shared Context:Accelerating community building or bonding between people and improving morale
http://elearninginfographics.com/top-7-benefits-scenario-based-training-infographic/
Tips for creating effective CYOAs• Emotional investment – but
not complex backstory• Not too many options (KISS)• Give reasons for
failures/missed questions• Text – Short? Long? But
create feeling of time passinghttp://playwithlearning.com/wp-content/uploads/2010/08/constrained-branching.png
Tools and examples to help you build your own CYOAs
• Simplest can be built in PowerPoint with hyperlinks
• Free web tools include: twinery.org, writer.inklestudios.com
• Paid/pro tools include: Articulate Storyline, Lectora, Adobe Captivate
SmartBuilder Haji Kamal (Army)
Twine Articulate Storyline
ReferencesAldrich, C. (2012). Simple but effective branching story techniques. Inside Learning Technologies & Skills, (2012), 13-14, 17.
Green, M. C., & Jenkins, K. M. (2014). Interactive narratives: processes and outcomes in user‐directed Stories. Journal of Communication, 64(3), 479-500.
Interactive Narratives. [website]. Retrieved from http://www.interactivenarratives.org/
Kuhlmann, Tom. (2015). The rapid e-learning blog. Retrieved from http://blogs.articulate.com/rapid-elearning/
McAllister, M., Levett-Jones, T., Downer, T., Harrison, P., Harvey, T., Reid-Searl, K., ... & Calleja, P. (2013). Snapshots of simulation: Creative strategies used by Australian educators to enhance simulation learning experiences for nursing students. Nurse Education in Practice, 13(6), 567-572. Mundy, D. P., & Consoli, R. (2013). Here be dragons: experiments with the concept of ‘Choose Your Own Adventure’in the lecture room. Innovations in Education and Teaching International, 50(2), 214-223.
Peinado, F., & Gervás, P. (2004). Transferring game mastering laws to interactive digital storytelling. In Technologies for Interactive Digital Storytelling and Entertainment (pp. 48-54). Springer Berlin Heidelberg.
Riedl, M. O., & Bulitko, V. (2013). Interactive narrative: an intelligent systems approach. AI Magazine, 34(1), 67-77.
Skov, M. B., & Andersen, P. B. (2001). Designing Interactive Narratives. In Proceedings of the 1st International Conference on Computational Semiotics in Games and New Media (pp. 59-66).
Vega, K., Fuks, H., & Carvalho, G. (2009). Training in Requirements by Collaboration: Branching Stories in Second Life. In Sistemas Colaborativos (SBSC), 2009 Simposio Brasileiro de (pp. 116-122). IEEE.
