Abstract
Games have great potential as teaching tools, in part due to their immersive, intrinsically motivating narratives which compel players to deeply engage with their worlds. However, little research has been done into how the culture of the player shapes the design and impact of the narrative, and therefore the design of an educational game so it can most effectively teach to particular cultures. To help resolve this issue, several theories of narratives, education, immersion and cultural issues in games were investigated, in order to find the core aspects and common aspects about what can make educational game narratives culturally relevant and immersive. The outcome of this investigation is the INDEC framework, which demonstrates how to structure an educational game’s design to incorporate cultural issues, in order to identify how engaging a game would be to players across different cultures.
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Acknowledgements
Vanissa Wanick gratefully acknowledges the grant from Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Brazil, (number: 9520- 13-9).
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Baker, J., Wanick, V., Asiri, M., Wills, G., Ranchhod, A. (2017). Immersion and Narrative Design in Educational Games Across Cultures. In: Ma, M., Oikonomou, A. (eds) Serious Games and Edutainment Applications . Springer, Cham. https://doi.org/10.1007/978-3-319-51645-5_26
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