Abstract
The purpose of this study is to cross-analyze the perception of different stakeholders (teachers, parents and students) on storytelling through the videogame medium while using a general theoretical perspective on videogame storytelling. The research question would be as follows; “What are the divergences and convergences in the perceptions of teachers, parents, and students regarding the integration of storytelling in videogames for educational purposes?” The study population is composed of educators, parents and students. This study uses mixed methods as research instruments; surveys and unstructured interviews were used, which were designed based on Storytelling in videogames literature. From the findings of the research, it is noted that the concept of education through the medium of videogame storytelling is divisive among all three target groups, particularly between parents and teachers as opposed to students. Both parents and teachers express concerns about the typology of content in videogame storytelling, especially regarding violence or mature themes. While there is an overall divergence in perceptions between students and the group of teachers and parents regarding distraction or time-wasting, from the latter group's perspective, students perceive storytelling through the medium of videogames as beneficial for concentration, engagement, and critical thinking.
Author Information
Anila Plaku, Aleksander Moisiu, Albania
Kristos Bratja, Aleksander Moisiu, Albania
Paper Information
Conference: PCE2024
Stream: Interdisciplinary
This paper is part of the PCE2024 Conference Proceedings (View)
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To cite this article:
Plaku A., & Bratja K. (2024) A Theoretical Perspective on Videogame Storytelling and Teacher, Parents, and Students Perception ISSN: 2758-0962 The Paris Conference on Education 2024: Official Conference Proceedings (pp. 613-624) https://doi.org/10.22492/issn.2758-0962.2024.47
To link to this article: https://doi.org/10.22492/issn.2758-0962.2024.47
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