Her Story, Gone Home and Narrative Atoms

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HS Wide Her Story Gone Home and Narrative Atoms

Last week I wrote about Narrative Atoms in some details. They are basically small nuggets of narrative that can stand on their own but together build the bigger story.

Two obvious examples that I totally forgot about are the game / narrative experiences of Her Story and Gone Home.

Her Story is the fabulous creation of Sam Barlow. You take the role of investigator, reviewing a police archive of video footage of a British woman accused of murder. You can access the footage in any order you like, gleaning more clues and information with every video you watch. Sometimes the videos will not make sense until you find the video that came before it, others give you all you need in just a few seconds of footage. The joy is discovering how the story fits together, jumping back and forward through the timeline. New snippets of information give you new ideas on what to search in the archive, leading to many “Ahahaa” moments. Read More ...

Narrative Atoms and The Soap Hero’s Journey

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Narrative atoms are small units of narrative or story that can, within the context of the overall narrative, stand alone. That does not mean they need to be completely self-explanatory, just sit comfortably on their own.

In a standard linear story, each atom would be placed sequentially, so their ability to stand alone is less important. However, in many games narrative bends and twists and turns in a non-linear way. For that to work, for a story to makes sense as it jumps from A to C to G to B and back again, each section, each narrative atom must be able to hold its own without the need every other atom to support it. Read More ...

School Grades Are The Wrong Way Around

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I often hear people say that school is just a badly designed game. I have to agree. I also hear a lot that part of the problems is people chasing grades rather than mastery and that grades should be dropped. I have to partially disagree.

I totally agree that school should be about master, not grade chasing, but I don’t agree we should get rid of grades, just redesign them. For me, grades are the wrong way around. The assumption is that we start at an A* and we either maintain that or the grade can fluctuate wildly assignment to assignment. If we were to follow a more game-like approach, we would consider progress and experience points rather than ever changing grades. Read More ...

Emotions and Gamification

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You may have noticed in my newest design framework that I mention emotions for the first time (I think) as a full consideration in my design process. I am by no means the first to think about it in a design framework. If you look at the MDA framework 1 the authors describe the aesthetics as:

the desirable emotional responses evoked in the player, when she interacts with the game system.

Later a more gamification focused framework, the MDE framework 2, dropped aesthetics and replaced them directly with emotions. Read More ...

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