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Science museums provide a context for developing and testing engineering activities that support visitors in creating personally meaningful objects. This study aims to propose that narrative design elements in such engineering activities can foster empathy to support engineering engagement among girls ages 7–14.

Taking a constructionist approach to engineering design, the authors present results from an observational study (n = 202 girls) of engineering activities across three museums that were designed to foster girls’ engineering engagement by integrating narrative elements aimed to foster empathy in activities. Using quantitative counts from observation protocols, the authors conducted statistical analyses to explore relationships between narrative, engineering and empathy.

Linear regression demonstrated a statistically significant relationship between empathy and increased numbers of engineering practices within museum activities. Additionally, this led us to explore the impacts the potential narrative design elements may have on designing for empathy – multiple linear regressions found both narrative and empathy to be independently associated with engineering practices. Overall, the authors found that using narrative to design activities to elicit empathy resulted in girls demonstrating more engineering practices.

The authors offer design ideas to foster aspects of empathy, including user-centered design, perspective-taking, familiarity and desire to help.

The authors present concepts developed at University of Naples Federico II (Italy), where the Challenge Based Learning methodology (CBL) is utilised in a programme aimed at software development for the Apple technology ecosystem. The collaborative and self-guided, inquiry-based learning method focusses on intrinsic motivation of learners, working on real world problems organised in projects (Challenges in CBL) with an experiential and progressive approach. As entrepreneurship is best promoted through practice, the programme is a guided immersion into reality that is entrepreneurial in nature, rather than a simulation of hypothetical projects, and requires learners to take ownership of entrepreneurial skills to complete the course. Academic research has shown that use of storytelling is beneficial to learning and can foster engaging and more formative experiences. Additionally, scholars have developed systems to design unscripted narratives within educational contexts using emergent narrative concepts. This conceptual chapter describes an educational experience design system that encourages unscripted, emergent narratives for experiential education. It categorises the components for designing an educational experience that allows the learning progression to be affectively driven by learners. By focussing on setting parameters and giving learners autonomy as co-authors, the model describes mechanisms that allow powerful, unscripted narratives to emerge based on intrinsic motivation. The Emergent Narrative System developed by the authors is a contribution to innovation in entrepreneurship teaching and intends to empower learners towards building entrepreneurial and twenty-first century skills complementary to software development education in a conducive and experiential learning environment.

This study uses a critically acclaimed digital game as an instructional tool to explore the role of emotional design elements on psychological flow and perceived learning.

The authors employ transportation theory to generate a set of antecedents of psychological flow and the theory of flow to connect the gaming experience to positive learning outcomes. The authors investigate the subjective learning experience of players with the use of a psychometric survey, and the authors employ structural equation modelling (SEM) to unearth the direct as well as the indirect effects amongst narrative, aesthetics, flow and learning outcomes.

The findings of this study demonstrate that narrative and aesthetics in serious games positively influence the perceived learning by facilitating a state of psychological flow.

This study contributes to better understanding and theorizing the role of narrative and aesthetics on learning outcomes in the context of serious games.

The findings of this study bear valuable implications for the design of serious games as they highlight the importance of elements often disregarded as not directly related to the learning process and are typically absent from the design of serious games.

Prior studies have identified aesthetics and narratives as design elements that contribute to the perceived enjoyment of a game; this study empirically investigates the role of narratives and aesthetics in enhancing perceived learning through psychological flow.

This paper aims to present an original conceptual model that captures the orientations of new business founders in the fashion design sector as they navigate the tension between creative endeavour and business practice.

The start‐up experiences of 38 fashion designers from the four main fashion centres in New Zealand were examined using an interpretive narrative approach. The designers' enterprise development narratives were analysed using in‐depth literary and conceptual analyses to reveal the nature and context of their start‐up behaviour and the conceptual frameworks they employed to make sense of their start‐up behaviour.

The designers were, to varying degrees, preoccupied with a perceived tension between creative processes and business practices. This tension was typically experienced as a disjunction between self‐identity and the identities supported by the business models designers worked within. Successfully navigating this tension could require significant conceptual shifts or fundamental adjustments in business approaches which challenged designers' original rationales for start‐up. The analysis of designers' responses to the creativity‐business tension and how they made sense of this produced a conceptual framework, a space delineated by three basic enterprise orientations: creative enterprise orientation (CEO), creative business orientation (CBO), and fashion industry orientation (FIO).

This conceptual framework has major implications for policy makers and providers of design education and business support as it offers a means of differentiating between the lived‐in experiences of designers. In so doing it could be used as a tool for tailoring support more appropriately to designers' needs. The narrative approach produced rich, contextualised insights and a template for the further studies that will be required to establish the wider applicability of the framework.

The original conceptual framework presented here provides much needed insight into creative business start‐ups that will allow better targeting of education, support and policy development. The approach used to create this framework is an innovative example of how narrative and sensemaking approaches can be combined to provide rich insights into enterprise creation from the entrepreneur's perspective.

The purpose of this paper is to examine the extent to which presence, media richness, and narrative experiences yield the highest experiential value in augmented-reality interactive technology (ARIT).

A survey is performed to collect data. Valid questionnaires of 344 ARIT users are identified. The hypothesized associations are analyzed using structure equation modeling.

Empirical results indicate that narrative experience induces a higher experiential value than other simulative experiences, including presence and media richness.

Results of this study provide a valuable reference for managers attempting to design an ARIT process in order to optimize the experiential value in various online simulation environments.

This study adopts an integrated framework that incorporates narrative theory, media richness theory, and presence in the online ARIT. Exactly how narrative experience, media richness, and presence affect the formation of experiential value in the ARIT process is explored as well.

The aim of this paper is to determine whether consumers accept new arguments for choosing a product that adapts to future needs. It is also seeking to investigate whether the design of products and their ensuing advertising and promotion through a sustainable approach by means of verbal narrative ads can generate a more positive emotional response in the future users of the product than with the application of visual narrative ads.

To this end, an experiment was conducted consisting of consumers, with and without experience with the product, watching a promotional video based on verbal narrative, created using the new usage scenarios approach, in which the advantages of a sustainable product are shown. The neuronal response of the possible users was then measured by means of the electroencephalogram (EEG) headset. To be able to establish a comparison, the same response was also measured in the same consumers when they viewed a commercial video based on visual narrative about a product with similar characteristics.

The results show, among other conclusions, that viewing the verbal narrative ad first triggers higher emotional values of excitement, both in the short and the long term, as well as frustration. It is also observed that having no experience with the product causes higher meditation values.

This research pretends to discern the emotional effect of watching a green advertisement in the consumers. This can be useful to enterprises both to design their products to orientate them to consumer concerns, and to design the advertisements to emotionally link consumers with the product.

This can be useful to enterprises both to design their products in such a way as to orientate them towards consumer concerns, and to design advertisements in such a way as to link consumers emotionally with the product.

The purpose of this paper is to introduce narrative distance as a phenomenon that can help create transformative learning experiences (TLEs). Narrative distance is defined as the cognitive or emotional space afforded by indirect communication that invites listeners to make sense of content. In ways similar to a book, movie or play, narrative distance invites participants to draw conclusions for themselves (Craddock, 2002).

After examining how other fields have discussed concepts related to narrative distance and its affordances, this paper illustrates how this phenomenon can satisfy many of Wilson and Parrish’s (2011) key indicators for TLEs.

Six principles are offered for incorporating narrative distance into instructional design.

Instructional design has not explored indirect communication that is similar to narrative in any significant way.

The purpose of this paper is to present the gathering, integration and analysis of digital information sources for the creation of a conceptual framework for alternate reality games (ARGs). ARGs hold potential for libraries, education, healthcare and many other sectors.

Case studies were performed on three previously played ARGs to create case reports. The various digital information sources for each game, sourced from multiple media, are compiled into a chronologically ordered game narrative which formed the case reports. The focus of the paper is on the analysis of the case reports using constant comparative analysis to identify categories and subcategories. Relationships are established, based on each game, between the categories and subcategories to inform the creation of game diagrams. The game diagrams are then combined to create a conceptual framework that describes the functioning and components of an ARG.

The conceptual framework effectively described the types of information found within an ARG as well as how these different categories of information interact and link to one another. The framework also provides an abstract description of the components of ARGs, namely narrative, game actions and community.

The conceptual framework produced by the analysis enables an understanding of ARGs and how they are played and designed. Insight into how to analyse ARGs based on the information generated for the play of the game by both the players and the game designers is gained. Where other studies have provided insight into the phenomena of ARGs, this study focuses on constructing a conceptual framework of ARGs using the information generated by the game.

This paper aims to provide an example of ways in which research plans may shift and how the research team dealt with necessary changes as they unfolded; within this context, the authors encourage the use of qualitative and narrative methods prior to and during the design process to better understand the population for which they are designing. Second, the stories from this case study illustrate the importance of understanding the overall context in design solutions, understanding the value of working with residents during the design process and using design as a tool for advocacy and empathy.

Initially, a traditional mixed method approach was developed to study the feasibility of tiny homes in homeless populations. Responding to unforeseen circumstances, the research team shifted to more appropriate narrative research methods, capturing a profile of the community. The paper shares narrative accounts from the tiny home village residents.

Overall, the stories from the Portland visit illustrate the importance of social impact and the understanding of the overall context in design. This study also advocates the use of qualitative interview and narrative methods in design research, especially when used to better understand the “houseless” or other special populations.

There were limitations to the research that likely affected the outcomes and the results. The most apparent limitation was the unanticipated shift in methodology that occurred during the research study, which is also arguably one of the best strengths. Also, because of the qualitative nature of this research, the results are not generalizable to a broader context and only valuable or applicable to special cases.

The true human condition of displaced people is often misrepresented in the minds of those who are unaffected. Designers are uniquely qualified to help solve seemingly unsolvable problems but must do so with caution.

For those taking on the challenge of designing for disadvantaged communities, this paper reveals that design research is more than just a problem to solve through habitable boxes. This study brings to light several social, economic and design complications that may arise in this vein of research.

This research methodology was unexpectedly altered when unforeseen events necessitated a shift in the research plan. This process revealed that sensitive social issues can be difficult to navigate and must be treated with utmost respect and flexibility. Issues such as affordable housing, homelessness and sustainability are all examples of wicked problems, which designers are uniquely qualified to help solve but must do so with caution and a true understanding of context. Many lessons were learned through this process.

Based on narrative theory, emotional contagion theory, and anticipated emotions theory, the purpose of this paper is to adopt an experimental design intended to understand how narrative advertising video on internet, narrator flow and online audience characteristics influence the health communication effects and depression prevention messages of public service advertisements.

This study uses two experimental designs. The first contrasts the effectiveness of persuasion between narrative and argument advertising videos on internet, while the second contrasts the effectiveness of persuasion between narrators with high and low flow. This study employed partial least squares path modeling to validate the research structure hypothesis.

Empirical results indicate that internet narrative advertising video is not direct, but rather draws on flow and positive anticipated emotions to stimulate the production of online audience intention to adopt health risk-reducing behaviors. Compared with narrative advertising video, which influences intention to adopt health risk-reducing behaviors through flow and positive anticipated emotions, narrator advertising video with an emotionally invested high-flow narrator can strengthen online audience intention to adopt risk-reducing behaviors more directly and positively.

The study results can provide elements to assist in the design of online advertising video on depression prevention and health promotion.

In this study, the dialogue among narrative theory, emotional contagion theory, and anticipated emotions theory is constructed, and an integrated conceptual framework is developed for the relationship between internet advertising video type and the health communication.