Playing with narrative: Using narrative video games to make pre-service teachers engage with plots

Videogames 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 videogames as teaching resources because it demands a certain level of “operational literacy” (Bourgonjon 2014); however, narrative videogames 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 videogames 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.