Narrative-Centered Learning
Narrative, being an inherent form in which our experience and memory are organized (Bruner, 1991), is considered effective for science teaching (Hadzigeorgiou, 2016). Its use in the domain of game-based learning has contributed to the creation of narrative-centered learning environments, which combine learning content, problem solving and interactive storytelling (Rowe, Mott, & Lester, 2012). These environments are considered to enhance motivation, engagement and meaning making processes. However, discussion on their effectiveness is still open (Jackson L. C., O’Mara, Moss, & Jackson A. C., 2018; Naul 2020).
Narrative-centered learning environments are used in several subject areas, such as geography, ecology, economics, microbiology etc., and successful case studies are presented in Lester, Rowe, and Mott (2013). In the domain of cultural heritage, a narrative-based approach is followed by some location-based games (Alvarez Díaz, Toftedahl, & Svensson, 2014; Barbas & Correia, 2009; Luiro et al., 2019; Paay et al., 2008).
Tracers of the Past does not follow a location-based approach but is designed to be used statically in educational environments. In that respect, we believe that players' engagement with a composite narrative and vis-a-vis communication is easier to accomplish. The game offers a narrative experience in which players actions and learning content are tightly bound to the storyline, a feature highlighted as being effective (Jackson et al., 2018; Naul, 2020). While trying to solve the mystery at hand, players familiarize themselves with scientific content, gather clues and assemble them using abductive reasoning.