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Motivation is an important factor underlying successful learning. Previous research has demonstrated the positive effects that static interactive narrative games can have on motivation. Concurrently, advances in AI have made dynamic and adaptive approaches to interactive narrative increasingly accessible. However, limited work has explored the impact that dynamic narratives can have on learner motivation. In this paper, we compare two versions of Academical, a choice-based educational interactive narrative game about research ethics. One version employs a traditional hand-authored branching plot (i.e., static narrative) while the other dynamically sequences plots during play (i.e., dynamic narrative). Results highlight the importance of responsive content and a variety of choices for player engagement, while also illustrating the challenge of balancing pedagogical goals with the dynamic aspects of narrative. We also discuss design implications that arise from these findings. Ultimately, this work provides initial steps to illuminate the emerging potential of AI-driven dynamic narrative in educational games. 

Simulationist interactive narrative systems allow game makers to craft reactive stories driven by simulated characters and their social dynamics. These systems produce narrative experiences that feel more emergent but may lack a coherent plot structure. We explored how to combine the emergent possibilities of social simulation with a procedural narrative system that affords writers strong authorial control over the plot. We did this by developing a Unity extension called Anansi that helps people create social simulation-driven visual novels. It enables users to inject simulation data into their story dialogue using logical queries and parameterized storylets written using Ink. The paper describes an overview of our extension and how we empower writers to drive narrative progression using cascading social effects from player choices. 

Our demo showcases a choice-based interactive narrative game created to teach responsible conduct of research and research ethics. It re-imagines the experience of a game previously published in the literature, using a content-selection system that dynamically constructs dialogue choices during play. Our goal is to provide players with more opportunities to experience agency than they would have with the original game’s hand-authored branching narrative structure. Primarily, our system implements a conversation thread-switching mechanic that allows players to fluidly enter/exit conversation topics as one would in a real-life conversation. 

Visual novels are a popular game genre for educational games. However, they often feature pre-authored plot structures that cannot dynamically adjust to the player’s progression through learning objectives. Employing procedural storytelling techniques boosts plot dynamism, but this comes at the cost of needing a larger repository of content (dialogue and images) to support different learning progressions and objectives. In this paper, we present postmortem-style case studies describing the lessons we learned from attempting to integrate large-language models (LLMs) and text-to-image models into the development of an educational visual novel about responsible conduct of research. Specifically, we discuss our experiences employing generative AI in our dialogue, character sprite, and background image creation processes. 

Video games act as engines that communicate aspects of experience through player interaction. We argue that this communication of first-person experience (qualia) is unique in its ability to interact with a player’s mind-body in a potent and observable way. Unfortunately for designers and researchers, many of the desirable traits of video games are not inherently measurable via traditional, quantitative means - they are emergent properties dependent on the perspectives with which they are observed. This paper investigates the work of video game designers as it relates to phenomenology and embodied cognition and lays out a path for future researchers and designers to leverage phenomenology as a foundation for video game creation. We offer that the intersection between embodied cognition, game design, and phenomenology suggests a path from descriptions of conscious experiences (qualia) to real, distributable design recommendations in video game design and study.