Professorship Interactive Narrative Design
Featured projects (4)
This project aims to map the current (up to 2017) terrain of authoring tools for interactive digital narrative (IDN), compare them along several axes and perform a more extensive phenomenological inquiry into using some of them to author IDN projects. Axes of comparison range from their current availability and community of practice to the export formats, but pays specific attention to the narratological ontologies that are realised in the tools and available for authors to employ in the design process. The end result of the project aims to draw recommendations for users of such tools as well as tool makers.
Within the professorship for Interactive Narrative Design at HKU we are working on identifying and empirically verifying design conventions through an application of Christian Roth's measurement toolbox.
Identifying pedagogic approaches for Interactive Narrative Design. What novel teaching approaches prepare students and professionals in "inventing the medium," in creating new forms of narrative expression.
Featured research (2)
Interactive Digital Narratives (IDN) have the capacity to represent multiple, even competing perspectives and to allow audiences to change between them. Such meaningful changes have been defined as agency by Murray  transforming the audience into interactors. These experiential qualities of interactive digital narrative (IDN) define the potential of the form to improve the representation and understanding of complex topics. In this paper, we present an initial study designed to evaluate this potential of IDN by means of the complex topic of piracy in the region of Somalia. To this end, we ran an experiment comparing interactive and non-interactive versions of Last Hijack Interactive, an award-winning Dutch interactive documentary. With this study, we contribute to the establishment of an evaluation framework that can be used to more clearly identify the potential of IDN in terms of representing and understanding complexity. We discuss the results and propose next steps.
While there have been many discussions about the purpose of game studies programs over the years (e.g., the GDC games Educator summit, the teaching game studies workshops at past DIGRA conferences1 ), relatively few of those discussions resulted in publications on concrete pedagogical strategies. In fact, despite the broadly shared aim of educating independent, critical, and even innovative game scholars and designers (as opposed to a compliant workforce for the AAA industry) (cf. Bogost et al. 2005), game pedagogy literature has maintained a relatively conventional approach to teaching.