Playing with narrative: Using narrative video games to make pre-service teachers engage with plots | Journal of Literary Education
Video games can be understood as both multimodal texts (Ensslin, 2014) and “ergodic literature” (Aarseth,
1997), a kind of literature which requires a non-trivial degree of participation for the plot to advance at all
(Eskelinen, 2012). Interactivity is associated with new ways of experiencing literature and heightened
engagement (Gee, 2003; Burn, 2021), the latter of which is a key component of reading (Roe, 2012). Within
well-considered learning designs, video games offer an expanded textual repertoire to L1 teachers (Beck,
2010). However, research suggests teachers are hesitant to employ video games as teaching resources
because it demands a certain level of “operational literacy” (Bourgonjon, 2014). Narrative video games
allow teachers to sidestep this issue.
In this exploratory case study, I employ Peter Brooks’ (1992) literary concepts of plot, narrative desire, and
reader composites to describe how groups of pre-service teachers experience the plots of the video games
Gone Home (Fullbright, 2013) and Unpacking (Witch Beam, 2021). Furthermore, I observe how different
levels of operational literacy impact the process of playing the game and interpreting its plot.
Key findings include that video game plots frequently cause engagement. Regardless of the game’s leaning
towards narration or ludology (Aarseth, 2012), accommodations must be made due to the impact of
operational literacy: high operational literacy may preclude narrative engagement as players focus on the
mechanics of play. Low operational literacy may delay necessary progress towards experiencing the plot. A
mix of different levels of operational literacy and reader composites within player groups is advisable to
ensure both ludological and narrative engagement, as well as diverse interpretations.
1997), a kind of literature which requires a non-trivial degree of participation for the plot to advance at all
(Eskelinen, 2012). Interactivity is associated with new ways of experiencing literature and heightened
engagement (Gee, 2003; Burn, 2021), the latter of which is a key component of reading (Roe, 2012). Within
well-considered learning designs, video games offer an expanded textual repertoire to L1 teachers (Beck,
2010). However, research suggests teachers are hesitant to employ video games as teaching resources
because it demands a certain level of “operational literacy” (Bourgonjon, 2014). Narrative video games
allow teachers to sidestep this issue.
In this exploratory case study, I employ Peter Brooks’ (1992) literary concepts of plot, narrative desire, and
reader composites to describe how groups of pre-service teachers experience the plots of the video games
Gone Home (Fullbright, 2013) and Unpacking (Witch Beam, 2021). Furthermore, I observe how different
levels of operational literacy impact the process of playing the game and interpreting its plot.
Key findings include that video game plots frequently cause engagement. Regardless of the game’s leaning
towards narration or ludology (Aarseth, 2012), accommodations must be made due to the impact of
operational literacy: high operational literacy may preclude narrative engagement as players focus on the
mechanics of play. Low operational literacy may delay necessary progress towards experiencing the plot. A
mix of different levels of operational literacy and reader composites within player groups is advisable to
ensure both ludological and narrative engagement, as well as diverse interpretations.
Publisert i Journal of Literary Education, 2025
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