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Educational Technology and Narrative pp 249–258Cite as

Designing for Narrative-Like Learning Experiences

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Abstract

Recent emphasis in instructional design literature on the aesthetic qualities of learning experiences can be enhanced with tools and resources from other design fields similarly focused on designing experiences. Disney Imagineers create theme park experiences around some sort of story, and they often use storyboarding and methods like it to design the experiences beforehand. Though instructional designers likely do not have Disney’s physical or financial resources, this paper suggests that designers can nevertheless design for learning experiences that follow a narrative-like arc. Recommendations from instructional design scholars as well as others are brought to bear on the potential for narrative-like sequencing in designing for learning experiences. Practical support for designers is also offered to aid designers in making small but significant changes in their typical design work.

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Authors and Affiliations

  1. Brigham Young University–Idaho, Rexburg, ID, USA

    Michael T. Matthews

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  1. Michael T. Matthews
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Correspondence to Michael T. Matthews .

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Editors and Affiliations

  1. College of Design, University of Minnesota, St. Paul, Minnesota, USA

    Brad Hokanson

  2. Learning, Design, and Technology, University of Georgia, Athens, Georgia, USA

    Gregory Clinton

  3. School of Education, Colorado State University, Fort Collins, Colorado, USA

    Karen Kaminski

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Matthews, M.T. (2018). Designing for Narrative-Like Learning Experiences. In: Hokanson, B., Clinton, G., Kaminski, K. (eds) Educational Technology and Narrative. Springer, Cham. https://doi.org/10.1007/978-3-319-69914-1_20

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  • DOI: https://doi.org/10.1007/978-3-319-69914-1_20

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-69913-4

  • Online ISBN: 978-3-319-69914-1

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