2022
Järvelä, Simo; Wei, Lewen; Hassan, Lobna; Hamari, Juho
Storifying a Serious Mobile Game: Exploring Players' Perception of Storification Features, Narrative Engagement, and Behavioral Intentions Proceedings Article
In: 25th International Academic Mindtrek conference (Academic Mindtrek 2022), pp. 53-61, ACM, New York, USA, 2022, ISBN: 9781450399555.
Abstract | Links | Tags: Behavioral intention, Gamification, Narrative engagement, Serious mobile game design, Storification
@inproceedings{Järvelä2022,
title = {Storifying a Serious Mobile Game: Exploring Players' Perception of Storification Features, Narrative Engagement, and Behavioral Intentions},
author = {Simo Järvelä and Lewen Wei and Lobna Hassan and Juho Hamari},
url = {https://urn.fi/URN:NBN:fi:tuni-202212149188
https://trepo.tuni.fi/bitstream/handle/10024/144255/Storifying_a_Serious_Mobile_Game.pdf?sequence=1&isAllowed=y},
doi = {10.1145/3569219.3569343},
isbn = {9781450399555},
year = {2022},
date = {2022-11-16},
urldate = {2022-11-16},
booktitle = {25th International Academic Mindtrek conference (Academic Mindtrek 2022)},
issuetitle = {November 16–18, 2022, Tampere, Finland},
pages = {53-61},
publisher = {ACM, New York, USA},
abstract = {Storifying gameful designs helps to engage players with desirable behavioral implications via enhanced narrative experience, the benefits of which are particularly prominent for developing serious mobile games to overcome their technical and contextual constraints. To understand the multifaceted nature of players’ narrative engagement with storified gameplay and provide guidance for future designs accordingly, in the present study, we conducted an online survey (N = 238) among users of eQuoo, a mobile app developed for improving users’ well-being with heavy storytelling components. With reflective-formative partial least squares modeling, we found participants’ evaluation of eQuoo’s storification features was positively associated with their narrative presence and identification in a statistically significant manner, which were further positively associated with their future use intention of and purchase intention on eQuoo. The findings with respect to the third dimension of narrative engagement examined in the study, suspension of disbelief, however, were comparatively inconsistent. Theoretical and design implications were discussed for future research and practice on storification and gamification on mobile platforms.
},
keywords = {Behavioral intention, Gamification, Narrative engagement, Serious mobile game design, Storification},
pubstate = {published},
tppubtype = {inproceedings}
}
Storifying gameful designs helps to engage players with desirable behavioral implications via enhanced narrative experience, the benefits of which are particularly prominent for developing serious mobile games to overcome their technical and contextual constraints. To understand the multifaceted nature of players’ narrative engagement with storified gameplay and provide guidance for future designs accordingly, in the present study, we conducted an online survey (N = 238) among users of eQuoo, a mobile app developed for improving users’ well-being with heavy storytelling components. With reflective-formative partial least squares modeling, we found participants’ evaluation of eQuoo’s storification features was positively associated with their narrative presence and identification in a statistically significant manner, which were further positively associated with their future use intention of and purchase intention on eQuoo. The findings with respect to the third dimension of narrative engagement examined in the study, suspension of disbelief, however, were comparatively inconsistent. Theoretical and design implications were discussed for future research and practice on storification and gamification on mobile platforms.
2021
Hassan, Lobna; Deterding, Sebastian; Harviainen, J. Tuomas; Hamari, Juho
Fighting Post-truth with Fiction: An Inquiry into Using Storification and Embodied Narratives for Evidence-Based Civic Participation Journal Article
In: Storyworlds, vol. 11, iss. 1, pp. 51-78, 2021, ISSN: 2156-7204.
Abstract | Links | Tags: Civic participation, E-participation, Gamification, Post-truth, Storification
@article{Hassan2021,
title = {Fighting Post-truth with Fiction: An Inquiry into Using Storification and Embodied Narratives for Evidence-Based Civic Participation},
author = {Lobna Hassan and Sebastian Deterding and J. Tuomas Harviainen and Juho Hamari},
url = {https://urn.fi/URN:NBN:fi:tuni-202108106489
},
doi = {10.1353/stw.2019.0000},
issn = {2156-7204},
year = {2021},
date = {2021-08-10},
journal = {Storyworlds},
volume = {11},
issue = {1},
pages = {51-78},
abstract = {Post-truth politics have thrived in the shape of fake news and the feeding of divisive emotional nar- ratives. While stories with strong emotional appeal can mobilize, their current post-truth form erodes the ideals of democracy. Some have called to counter the post-truth populism with evidence-based participa- tion, both online and offline. However, such initiatives overlook that human cognition is constitutively narra- tive and emotional and so are practices of deliberative, participatory democracy. A more viable strategy is to embrace emotional narratives and to mobilize civic participation in forms aligned with democratic ideals through evidence-based storification and gamifica- tion. As such, the attraction to emotional narratives becomes a positive force toward evidence-based en- gagement. To further strengthen the implementation of evidence-based, narrativist, deliberative democracy, we employ and propose the analytical frameworks of (1) storification, the use of explicit emotional narra- tive for engagement purposes; and (2) embodied narratives, the implicit narratives conveyed by the very existence of narratives. Accordingly, we discuss partic- ipation initiatives that highlight the potential of these analytical and design frameworks in positively influ- encing civic engagement.
},
keywords = {Civic participation, E-participation, Gamification, Post-truth, Storification},
pubstate = {published},
tppubtype = {article}
}
Post-truth politics have thrived in the shape of fake news and the feeding of divisive emotional nar- ratives. While stories with strong emotional appeal can mobilize, their current post-truth form erodes the ideals of democracy. Some have called to counter the post-truth populism with evidence-based participa- tion, both online and offline. However, such initiatives overlook that human cognition is constitutively narra- tive and emotional and so are practices of deliberative, participatory democracy. A more viable strategy is to embrace emotional narratives and to mobilize civic participation in forms aligned with democratic ideals through evidence-based storification and gamifica- tion. As such, the attraction to emotional narratives becomes a positive force toward evidence-based en- gagement. To further strengthen the implementation of evidence-based, narrativist, deliberative democracy, we employ and propose the analytical frameworks of (1) storification, the use of explicit emotional narra- tive for engagement purposes; and (2) embodied narratives, the implicit narratives conveyed by the very existence of narratives. Accordingly, we discuss partic- ipation initiatives that highlight the potential of these analytical and design frameworks in positively influ- encing civic engagement.
Aura, Isabella; Hassan, Lobna; Hamari, Juho
My School Is Hogwarts: Students' Social Behavior in Storified Classes Proceedings Article
In: Bujić, Mila; Koivisto, Jonna; Hamari, Juho (Ed.): Proceedings of the 5th International GamiFIN Conference Levi, Finland, April 7-9, 2021, pp. 11-20, CEUR-WS, 2021, ISSN: 1613-0073.
Abstract | Links | Tags: Classroom design, Learning environment, Social behaviour, Storification
@inproceedings{Aura2021b,
title = {My School Is Hogwarts: Students' Social Behavior in Storified Classes},
author = {Isabella Aura and Lobna Hassan and Juho Hamari},
editor = {Mila Bujić and Jonna Koivisto and Juho Hamari},
url = {https://urn.fi/URN:NBN:fi:tuni-202106296122},
issn = {1613-0073},
year = {2021},
date = {2021-04-07},
booktitle = {Proceedings of the 5th International GamiFIN Conference Levi, Finland, April 7-9, 2021},
pages = {11-20},
publisher = {CEUR-WS},
abstract = {For decades, educators have been exploring various ways to, not only educate, but also to create engaging classrooms and to foster positive social experiences amongst students. To these ends, many educators have now taken steps towards utilizing storification in their pedagogy and classrooms in order to appeal students and positively impact their social relationships. Research, however, is lacking around how storification impacts students' social communities. Through grounded theory methods, 10-day ethnographic fieldwork, participatory observations, interviews with 11 educational staff and focus groups with 79 students at a middle school employing a Harry Potter story theme, this research implies that storification can hinder bullying and students' antisocial behavior. The values and messages teachers delivered through the employed story and change of learning environment and pedagogy manifested teacher dedication and effort to students, which fostered their prosocial behavior in the school.},
keywords = {Classroom design, Learning environment, Social behaviour, Storification},
pubstate = {published},
tppubtype = {inproceedings}
}
For decades, educators have been exploring various ways to, not only educate, but also to create engaging classrooms and to foster positive social experiences amongst students. To these ends, many educators have now taken steps towards utilizing storification in their pedagogy and classrooms in order to appeal students and positively impact their social relationships. Research, however, is lacking around how storification impacts students' social communities. Through grounded theory methods, 10-day ethnographic fieldwork, participatory observations, interviews with 11 educational staff and focus groups with 79 students at a middle school employing a Harry Potter story theme, this research implies that storification can hinder bullying and students' antisocial behavior. The values and messages teachers delivered through the employed story and change of learning environment and pedagogy manifested teacher dedication and effort to students, which fostered their prosocial behavior in the school.
Aura, Isabella; Hassan, Lobna; Hamari, Juho
Teaching Within a Story: Understanding Storification of Pedagogy Journal Article
In: International Journal of Educational Research, vol. 106, pp. 101728, 2021, ISSN: 0883-0355.
Abstract | Links | Tags: Learning environment, Pedagogy, Storification, Teaching practices
@article{Aura2021,
title = {Teaching Within a Story: Understanding Storification of Pedagogy},
author = {Isabella Aura and Lobna Hassan and Juho Hamari},
url = {https://urn.fi/URN:NBN:fi:tuni-202107096263},
doi = {10.1016/j.ijer.2020.101728},
issn = {0883-0355},
year = {2021},
date = {2021-01-06},
journal = {International Journal of Educational Research},
volume = {106},
pages = {101728},
abstract = {Storification is an emerging pedagogical technique, albeit research lacks the understanding of its benefits and detriments. This study examines a school in the US that has storified majority of their learning environment into various fictional and nonfictional worlds for students to learn in and for teachers to incorporate in their pedagogy. 11 educational staff and 79 students were interviewed, and classes were observed for 10 days to ground a theory of storified pedagogy. Storification, employed in physical learning environments and in teaching practices, supported pedagogy and decreased student misconduct at the school. Storified pedagogy empowered students through story morals and a sense of transportation, and enabled classrooms to turn into personalized spaces, enhancing the school experience and students’ academic performance.},
keywords = {Learning environment, Pedagogy, Storification, Teaching practices},
pubstate = {published},
tppubtype = {article}
}
Storification is an emerging pedagogical technique, albeit research lacks the understanding of its benefits and detriments. This study examines a school in the US that has storified majority of their learning environment into various fictional and nonfictional worlds for students to learn in and for teachers to incorporate in their pedagogy. 11 educational staff and 79 students were interviewed, and classes were observed for 10 days to ground a theory of storified pedagogy. Storification, employed in physical learning environments and in teaching practices, supported pedagogy and decreased student misconduct at the school. Storified pedagogy empowered students through story morals and a sense of transportation, and enabled classrooms to turn into personalized spaces, enhancing the school experience and students’ academic performance.