Traversing Transmedia Together

Abstract

An Alternate Reality Game (ARG) is an interactive storygame hybrid whose core mechanics include collaborative problem solving and storytelling. ARGs are also participatory experiences, because game designers dynamically adjust content in response to players' actions as game play progresses. What if the participatory process was extended during the design phase of an ARG as well? Few, if any, studies have explored how to include player populations in the ARG design process-especially ARGs that target youth. In this paper, we share the process we followed to design a large-scale ARG to promote scientific inquiry for teenagers (13-17 years old) by partnering with them. Our findings suggest that co-designing with youth resulted in novel design features in the final game, and gave us insight into adolescent attitudes toward various scientific concepts. We also share co-design techniques that were not as effective and offer suggestions for future approaches.

Children and Young People’s Involvement in Designing Applied Games: Scoping Review

“…In total, 17 studies [ 45 , 47 , 49 , 51 , 52 , 55 , 56 , 58 , 62 , 63 , 65 , 70 , 71 , 74 , 75 , 77 , 79 ] reported the prototyping stage . These prototyping stages included sessions in which CYP were involved in the design and development of game ideas [ 52 , 58 , 75 ], game characters or narrative [ 49 , 62 , 71 ], and generated alternative ideas to an existing idea [ 63 , 77 ].…”

“…In total, 17 studies [ 45 , 47 , 49 , 51 , 52 , 55 , 56 , 58 , 62 , 63 , 65 , 70 , 71 , 74 , 75 , 77 , 79 ] reported the prototyping stage . These prototyping stages included sessions in which CYP were involved in the design and development of game ideas [ 52 , 58 , 75 ], game characters or narrative [ 49 , 62 , 71 ], and generated alternative ideas to an existing idea [ 63 , 77 ]. Prototyping was seen to afford a sense of ownership in the resulting designs for CYP [ 62 ], often challenging researchers’ assumptions on end users, and often leading to in-depth reflection from participants [ 55 , 70 , 71 ].…”

“…Paper prototyping was reported to be inclusive [ 45 ], low cost [ 51 , 65 ], and using only easily accessible materials [ 51 ]. Observed challenges in prototyping included struggling to represent the intended playful interaction with digital technology [ 51 ], and that was less suited to older teens because of the hypothetical or “blue-sky” situations when they are at a developmental point of building their own opinions distinct from others [ 49 ].…”

Iterations on a Transmedia Game Design Experience for Youth’s Autonomous, Collaborative Learning

“…This approach largely drew inspiration from related research (e.g., Bonsignore, et al, 2016;Smith & Shen, 2017); from our individual prior experiences working with youth, designing games, teaching the design process, and creating science learning environments; and from our experiences trialing workshop activities with middle school students over the previous several weeks.…”

“…For example, game design, as a constructionist activity, can develop youth's disciplinary interest, agency, identity, and conceptual understanding (Baytak & Land, 2010;Bonsignore et al 2016;Harel & Papert, 1991;Kafai, 1995;Kafai et al, 2012;Kafai & Burke, 2015;Kafai, Fields & Searle, 2012;Pepper & Glosson, 2012;Salen, 2007). There are also advantages in learning through narrative (Bruner, 2003;Cohn, 2000;Landau, 1997), comic books (Jee & Angorro, 2012;Matuk, Diamond & Uttal, 2009;Spiegel et al, 2013), playing games (Barab et al, 2012;Ermi & Mayra, 2005;Fullerton, 2008;Liao et al, 2011;Miller et al, 2011), designing (Benenson, 2002;Fortus et al, 2004;Games, 2010Games, , 2011Guzey et al, 2019;Harel & Papert, 1990, 1991Kafai, 1995Kafai, , 2003Kafai et al, 2012;Kafai, Fields & Searle, 2012;Pinkard et al, 2017;Kolodner et al, 1998;New London Group, 1996;Peppler & Glosson, 2012;Salen, 2017), and collaborating with peers (Johnson & Johnson, 1985, 1999Jonassen, 1991…”