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This whitepaper offers an analytic discussion of the process and productfor Amanda Visconti's dissertation "How can you love a work, if you don'tknow it?": Critical Code and Design toward Participatory Digital Editions (dr.AmandaVisconti.com). The introductory section proposes a speculativeexperiment to test digital edition design theories: "What if we build adigital edition and invite everyone? What if millions of scholars,first-time readers, book clubs, teachers and their students show up andannotate a text with their infinite interpretations, questions, andcontextualizations?". Approaching digital editions as Morris Eaves'"problem-solving mechanism"s, the project designed, built, and user-testeda digital edition of James Joyce’s Ulysses with various experimentalinterface features: InfiniteUlysses.com. Three areas of research advancedthrough the project are presented: designing public and participatoryedition projects, and whether critical participation is necessary to suchprojects; designing digital edition functionalities and appearance to servea participatory audience, and what we learn about such an endeavor throughInfinite Ulysses' user experience data; and separating the values oftextual scholarship from their embodiments to imagine new types of edition.A review of theoretical and built precedents from textual scholarship,scholarly design and code projects, public and participatory humanitiesendeavors, and theories around a digital Ulysses grounds the report,followed by an overview of the features of the Infinite Ulyssesparticipatory digital edition. Section 2 discusses existing examples ofpublic participation in digital humanities (DH) projects, Section 3 focuseson digital editions and the design process, Section 4 reimagines thedigital edition by separating textual scholarship values from the commonembodiments of these values, and the conclusion sums up the interventionsof this project and lists next steps for continuing this research. Abibliography and appendices (full texts of user surveys, explanation ofproject's dissertational format, wireframes and screenshot from throughoutthe design process) conclude the report.
An Alternate Reality Game (ARG) is a form of transmedia storytelling that engages players in scavenger hunt-like missions to collectively uncover, interpret, and reassemble the fragments of a story that is distributed across multiple media, platforms, and locations. ARGs are participatory experiences, because players have a central role in reconstructing the storyline. Furthermore, players interact with the game as themselves, not via avatars. Although transmedia formats like ARGs have garnered increasing attention in entertainment and education, most have been targeted for adults 18 and older. Few studies have explored the design process of education-based ARGs for children. In this paper, we detail the design and implementation of an ARG for middle school students (13-15 years old). We describe the strategies we used to distribute story elements across various media and to encourage players to participate in an authentic inquiry process. We found that a "protagonist by proxy", or in-game character with whom players related closely, served as a strong motivator and a model for positive participation. We highlight student interactions and offer insights for designers who implement ARGs and similar immersive learning experiences.
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