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Developing Geographical Narratives: Pupils Create Digital Text Adventures with Twine.
1Institute of Geography Education, University of Cologne, Gronewaldstraße 2, 50931 Cologne, Germany.
European Journal of Investigation in Health, Psychology and Education
|September 20, 2021
Summary
Creating text adventures in geography lessons helps pupils apply geographic knowledge. Collaborative creativity in game development, focusing on tourism in Myanmar, revealed insights into narrative skills and group dynamics.
Area of Science:
- Educational Technology
- Geography Education
- Human Geography
Background:
- Applying geographical knowledge in novel contexts is challenging for students.
- Text adventures offer a potential, yet unresearched, method for applying geographic knowledge.
- Previous research lacks empirical evidence on using Twine for geography education.
Purpose of the Study:
- To investigate how students construct text adventures in geography lessons.
- To explore the application of geographic knowledge on the topic 'Tourism in Myanmar: threat or opportunity'.
- To analyze collaborative creativity processes during text adventure development.
Main Methods:
- Qualitative analysis of 14 pupils in six teams creating Twine text adventures.
- Audio recordings of group construction processes.
- Analysis of the developed text adventures and group interactions.
Main Results:
- Minimal differences observed in text adventure construction activities across groups.
- Groups predominantly used meta-conversation, questions, and agreements for organization.
- Successful groups incorporated geographical narratives with adverbs, rhetorical questions, and emotional elements, using more words.
Conclusions:
- Text adventure creation can be a valuable tool for applying geographical knowledge and fostering collaborative creativity.
- Further research is needed to develop models for integrating geographical narrative skills into curricula.
- Intensifying research on collaborative creativity in educational settings is recommended.
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