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Intelligent Tutoring Systems : 13th International Conference, ITS 2016, Zagreb, Croatia, June 7-10, 2016. Proceedings
Twine and DooM as Authoring Tools in Teaching IDN Design of LudoNarrative Dissonance
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Author(s):
Jonathan Barbara
Publication date
(Online):
October 27 2020
Publisher:
Springer International Publishing
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Interactive Digital Narrative : History, Theory and Practice
Hartmut Koenitz
,
Gabriele Ferri
,
Mads Haahr
…
(2015)
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Ludonarrative Hermeneutics: A Way Out and the Narrative Paradox
Christian Roth
,
Tom van Nuenen
,
Hartmut Koenitz
(2018)
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A Framework for Classifying and Describing Authoring Tools for Interactive Digital Narrative
Yotam Shibolet
,
Noam Knoller
,
Hartmut Koenitz
(2018)
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Contributors
Jonathan Barbara:
(View ORCID Profile)
Book Chapter
Publication date (Print):
2020
Publication date (Online):
October 27 2020
Pages
: 120-124
DOI:
10.1007/978-3-030-62516-0_11
SO-VID:
c5f61c40-bac6-4863-b4aa-caee04184323
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Book chapters
pp. 3
ICIDS2020 Panel: Building the Discipline of Interactive Digital Narratives
pp. 3
Understanding Procedural Knowledge for Solving Arithmetic Task by Externalization
pp. 13
Do Erroneous Examples Improve Learning in Addition to Problem Solving and Worked Examples?
pp. 15
Letters to José: A Design Case for Building Tangible Interactive Narratives
pp. 23
Automatic Question Generation: From NLU to NLG
pp. 30
Embedded Narratives in Procedurally Generated Environments
pp. 34
Using Eye-Tracking to Determine the Impact of Prior Knowledge on Self-Regulated Learning with an Adaptive Hypermedia-Learning Environment
pp. 44
Crafting Interactive Narrative Games with Adversarial Planning Agents from Simulations
pp. 48
Informing Authoring Best Practices Through an Analysis of Pedagogical Content and Student Behavior
pp. 58
A Systematic Analysis of User Experience Dimensions for Interactive Digital Narratives
pp. 59
Timing Game-Based Practice in a Reading Comprehension Strategy Tutor
pp. 69
Evaluation of the Formal Models for the Socratic Method
pp. 75
Digital Storytelling in a Museum Application Using the Web of Things
pp. 79
Stealth Assessment in ITS - A Study for Developmental Dyscalculia
pp. 83
User Testing Persuasive Interactive Web Documentaries: An Empirical Study
pp. 90
Mastery-Oriented Shared Student/System Control Over Problem Selection in a Linear Equation Tutor
pp. 92
Towards the Emergent Theatre: A Novel Approach for Creating Live Emergent Narratives Using Finite State Machines
pp. 101
Providing the Option to Skip Feedback in a Worked Example Tutor
pp. 102
A Novel Design Pipeline for Authoring Tools
pp. 111
Tell Me How to Teach, I’ll Learn How to Solve Problems
pp. 111
Toward a Block-Based Programming Approach to Interactive Storytelling for Upper Elementary Students
pp. 120
Twine and DooM as Authoring Tools in Teaching IDN Design of LudoNarrative Dissonance
pp. 122
Scale-Driven Automatic Hint Generation for Coding Style
pp. 125
A Comparison of Children’s Narrative Expressions in Enactment and Writing
pp. 133
GFI: A Formal Approach to Narrative Design and Game Research
pp. 133
Estimating Individual Differences for Student Modeling in Intelligent Tutors from Reading and Pretest Data
pp. 144
Building Pedagogical Models by Formal Concept Analysis
pp. 149
Weird and Wonderful: How Experimental Film Narratives Can Inform Interactive Digital Narratives
pp. 154
Predicting Learning from Student Affective Response to Tutor Questions
pp. 164
“How Do I Restart This Thing?” Repeat Experience and Resistance to Closure in Rewind Storygames
pp. 165
Integrating Real-Time Drawing and Writing Diagnostic Models: An Evidence-Centered Design Framework for Multimodal Science Assessment
pp. 178
The Case for Invisibility: Understanding and Improving Agency in Black Mirror’s Bandersnatch and Other Interactive Digital Narrative Works
pp. 187
Behavior Changes Across Time and Between Populations in Open-Ended Learning Environments
pp. 190
Dramatic Narrative Logics: Integrating Drama into Storygames with Operational Logics
pp. 197
Are Pedagogical Agents’ External Regulation Effective in Fostering Learning with Intelligent Tutoring Systems?
pp. 203
When the Fourth Layer Meets the Fourth Wall: The Case for Critical Game Retellings
pp. 208
Intervention-BKT: Incorporating Instructional Interventions into Bayesian Knowledge Tracing
pp. 212
What Might an Action do? Toward a Grounded View of Actions in Interactive Storytelling
pp. 221
“i-Read”: A Collaborative Learning Environment to Support Students with Low Reading Abilities
pp. 221
Towards Gestural Specificity in Interactive Digital Literary Narratives
pp. 227
Integrating Support for Collaboration in a Computer Science Intelligent Tutoring System
pp. 229
Capturing User Emotions in Interactive Stories: Comparing a Diegetic and a Non-diegetic Approach to Self-reporting Emotion
pp. 234
Wheel-Spinning in a Game-Based Learning Environment for Physics
pp. 240
Using Multi-level Modeling with Eye-Tracking Data to Predict Metacognitive Monitoring and Self-regulated Learning with Crystal Island
pp. 243
Interpretive Play and the Player Psychology of Optimal Arousal Regulation
pp. 247
The Mobile Fact and Concept Training System (MoFaCTS)
pp. 254
Coordinating Knowledge Integration with Pedagogical Agents
pp. 258
The Procedural Nature of Interactive Digital Narratives and Early Literacy
pp. 260
An Investigation of Conversational Agent Interventions Supporting Historical Reasoning in Primary Education
pp. 267
Impact of Question Difficulty on Engagement and Learning
pp. 271
Vim: A Tangible Energy Story
pp. 273
Are There Benefits of Using Multiple Pedagogical Agents to Support and Foster Self-Regulated Learning in an Intelligent Tutoring System?
pp. 280
Can Peers Rate Reliably as Experts in Small CSCL Groups?
pp. 281
Tale of T(r)ails: The Design of an AR Comic Book for an Animal Welfare Transmedia
pp. 286
Peer Review in Mentorship: Perception of the Helpfulness of Review and Reciprocal Ratings
pp. 287
Circuits, Cycles, Configurations: An Interaction Model of Web Comics
pp. 294
Motivational Gamification Strategies Rooted in Self-Determination Theory for Social Adaptive E-Learning
pp. 300
Archiving Interactive Narratives at the British Library
pp. 301
Adaptive Training of the Metacognitive Skill of Knowledge Monitoring in Intelligent Tutoring Systems
pp. 307
Persuading an Open Learner Model in the Context of a University Course: An Exploratory Study
pp. 314
Gated Story Structure and Dramatic Agency in Sam Barlow’s Telling Lies
pp. 314
Blinded by Science?: Exploring Affective Meaning in Students’ Own Words
pp. 320
A Framework for Parameterized Design of Rule Systems Applied to Algebra
pp. 327
Cognitive Tutors Produce Adaptive Online Course: Inaugural Field Trial
pp. 327
Magic and Immersion in VR
pp. 334
Optimizing Pattern Weights with a Genetic Algorithm to Improve Automatic Working Memory Capacity Identification
pp. 335
Honey, I’m Home: An Adventure Game with Procedurally Generated Narrative Puzzles
pp. 339
A Natural History Museum Experience: Memories of Carvalhal’s Palace – Turning Point
pp. 341
Stratified Learning for Reducing Training Set Size
pp. 344
Ares 2036: Exploring the Space of Rapid Prototyping for Transformative Interactive Storytelling
pp. 347
Combining Worked Examples and Problem Solving in a Data-Driven Logic Tutor
pp. 349
The Story Maker - An Authoring Tool for Multimedia-Rich Interactive Narratives
pp. 353
Using Reverse Interactive Audio Systems (RIAS) to Direct Attention in Virtual Reality Narrative Practices: A Case Study
pp. 354
NDLtutor: An Automated Conversational Agent to Facilitate Metacognitive Skills in Fully-Negotiated OLMs
pp. 357
Tell a Tail 360\(^{\circ }\): Immersive Storytelling on Animal Welfare
pp. 361
Digital Narrative, Documents and Interactive Public History
pp. 361
Concept Maps Similarity Measures for Educational Applications
pp. 368
Can Adaptive Pedagogical Agents’ Prompting Strategies Improve Students’ Learning and Self-Regulation?
pp. 375
Automatic Extraction of Prerequisites Among Learning Objects Using Wikipedia-Based Content Analysis
pp. 382
Using Electroencephalogram to Track Learner’s Reasoning in Serious Games
pp. 389
Behavior and Learning of Students Using Worked-Out Examples in a Tutoring System
pp. 396
The Frequency of Tutor Behaviors: A Case Study
pp. 402
Towards an Effective Affective Tutoring Agent in Specialized Education
pp. 409
Embedding Intelligent Tutoring Systems in MOOCs and e-Learning Platforms
pp. 416
Using Cloze Procedure Questions in Worked Examples in a Programming Tutor
pp. 423
The Effect of Friendship and Tutoring Roles on Reciprocal Peer Tutoring Strategies
pp. 430
CRISTAL: Adapting Workplace Training to the Real World Context with an Intelligent Simulator for Radiology Trainees
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