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First International Workshop on Story-Telling and Educational Games (STEG'08)

by Zinayida Petrushyna last modified Sep 29, 2008 03:29 PM

Story-Telling and Educational Games – The power of narration and imagination in technology enhanced learning

First International Workshop on Story-Telling and Educational Games (STEG'08) -
The power of narration and imagination in  technology enhanced learning
Maastricht School of Management, Maastricht, The Netherlands,September 16, 2008

in conjunction with the 3rd European Conference on Technology Enhanced Learning (EC-TEL08)
Maastricht School of Management, Maastricht, The Netherlands, September 18-19, 2008.


The full-day STEG'08 workshop coversresearch issues about story-telling and educational games including story and  game design paradigms, Web 2.0 based story-telling and gaming scenarios, advanced story-telling and educational gaming technologies and platforms for technology enhanced learning. It aims at a state-of-the-art discussion on  advanced research and open issues on story-telling and educational gaming among multimedia communities, with special focus on how both approaches can be combined.

The STEG'08 Proceedings are published on as volume 386.

View the STEG'08 slides on slideshare

Pictures of the event are available in our gallery


09:00    Opening & Welcome
09:10    Keynote: Community Success in Learning and Gaming Communities by Ralf Klamma, Yiwei Cao, Anna Glukhova
09:40    A Storytelling Model for Educational Games by Ronan Champagnat, Guylain Delmas, Michel Augeraud
10:10    Making Sense of Collaboratively Annotated Multimedia Metadata for (mobile) Digital Story-Telling and Educational Gaming by Pablo Moreno-Ger, Marc Spaniol, Enrique López Mañas, Niels Drobek, Baltasar Fernández-Manjón
10:40    BREAK
11:00    80Days: Immersive Digital Educational Games with Adaptive Storytelling by Effie Lai-Chong Law, Michael Rust-Kickmeier
11:30    80Days: Melding Adaptive Educational Technology and Adaptive and    Interactive Storytelling in Digital Educational Games by Michael D. Kickmeier-Rust , Stefan Göbel, Dietrich Albert
12:00    LUNCH
13:00    A Journey to the Ancient Greek Myths: An Enhanced Educational Framework to Story-Telling with Geo-Visualization Capabilities by Emmanuel Stefanakis
13:30    Collaborative Storytelling in the Web 2.0 by Yiwei Cao, Ralf Klamma and Andrea Martini
14:00    BREAK
14:20    Designing, Using and Evaluating Educational Games: Challenges, Some Solutions and Future Research by Nalin K. Sharda
14:50    Gaming Between Real and Virtual Life by Darko Dugosija, Vadi Efe, Stephan Hackenbracht, Tobias Vaegs and Anna Glukhova
15:20    BREAK
15:40    Problem Sharing: Future Challenges
16:40    END
20:00    MEETING IN THE CITY (To be discussed)


Stories and story-telling are cultural achievements of significant relevance even in modern times. Nowadays,  story-telling is being enhanced with the convergence of sociology, pedagogy, and technology. In recent times, computer gaming has also been deployed for educational purposes and has proved to be an effective approach to mental  stimulation and intelligence development. Many conceptual similarities and some procedural correlation exist between  story-telling and educational gaming. Therefore these two areas can be clubbed for research on Technology Enhanced Learning (TEL). Many facets of story-telling and educational gaming emulate real life processes, which can be represented either as complex story graphs or as interleaved sub-problems. This model is congruent with that used  for Technology Enhanced Learning in vocational training. TEL in vocational training requires learning models that  focus more on the process and less on the content.

The main difference between educational games and story-telling lies in the users motivational point of view.  Story-telling aims at reliving real life tasks and capturing previous experiences in problem-solving for reuse, while educational games reproduce real life tasks in a virtual world in an (ideally) engaging and attractive process. Nevertheless, educational games require highly specialized technical and pedagogical skills and learning processes to cover the topics in sufficient depth and breadth. Imbalance between depth and breadth of study can lead to producing trivial games, which in turn can lead to de-motivating the learner.

While the integration of learning and gaming provides a great opportunity,several motivational challenges  (particularly in vocational training) must also be addressed to ensure successful realization. Non-linear digital stories are an ideal starting point for the creation of educational games, since each story addresses a certain  problem, so that the story recipient can gain benefit from other user experiences. This leads to the development of  more realistic stories, which then provide the kernel for developing non-trivial educational video games. These  stories can cover the instructional portion of an educational game, while the game would add the motivation and engagement part.


Ralf Klamma, RWTH Aaachen University, Germany
Nalin Sharda, Victoria University, Australia
Baltasar Fernandez Manjon, Complutense University, Spain
Harald Kosch, University of Passau, Germany
Marc Spaniol, Max Planck Institute for Computer Science, Germany


Yiwei Cao, RWTH Aachen University, Germany
Anna Glukhova, RWTH Aachen University, Germany


Amanda Gower (British Telecommunications plc, UK)
Anna Glukhova (RWTH Aachen University, Aachen, Germany)
Ansgar Scherp (UC Irvine, CA, USA)
Armin Weinberger (LMU, Munich, Germany)
Bailing Zhang (Victoria University, Melbourne, Australia)
Baltasar Fernández Manjón (Complutense University of Madrid, Madrid, Spain)
Dietrich Albert (Graz University, Graz, Austria)
Daniel Burgos (ATOS Origin, Spain)
Carlos Delgado Kloos (Carlos III University, Spain)
Christian Guetl (Institute for Information Systems and Computer Media (IICM), Graz University of Technology, Austria)
Fernando Ferri (Multimedia & Modal Laboratory, CNR Italy)
Frederick Li (University of Durham, UK)
Griff Richards (Athabasca University, Canada) 
Harald Kosch (University of Passau, Germany)
Hermann Maurer (Institute for Information Systems and Computer Media (IICM), Graz University of Technology, Austria)
Howard Leung (City University of Hong Kong, Hong Kong SAR)
Irma Lindt (Fraunhofer FIT, St. Augustin, Germany)
Jose Luis Sierra (Complutense University of Madrid, Madrid, Spain)
Kinshuk (Athabasca University, Canada)
Lionel Brunie (INSA de Lyon, France)
Marc Spaniol (MPI, Saarbrücken, Germany)
Marius Preda (Institut National des Télécommunications, France)
Martin Haller (TU Berlin, Germany)
Mathias Lux (Klagenfurt University, Austria)
Michael Granitzer (Know Center, Graz, Austria)
Michael Hausenblas (Joanneum Research, Austria)
Michael Ransburg (Klagenfurt University, Austria)
Nalin Sharda (Victoria University, Melbourne, Australia)
Pablo Moreno-Ger (Complutense University of Madrid, Madrid, Spain)
Qing Li (City University of Hong Kong, Hong Kong SAR)
Raphaël Troncy (CWI, The Netherlands)
Ralf Klamma (RWTH Aachen University, Aachen, Germany)
Richard Chbeir (LE2I Laboratory (UMR - CNRS) - Bourgogne University, France)
Romulus Grigoras (ENSEEIHT, France)
Rynson Lau (University of Durham, UK)
Stamatia Dasiopoulou (ITI Thessaloniki, Greece)
Stephan Lukosch (Fernuniversität Hagen, Hagen, Germany)
Timothy K. Shih (Tamkang University, Taiwan)
Vedran Sabol (Know-Center Graz, Austria)
Victor Manuel Garcia-Barrios (University of Technology Graz, Austria)
Vincent Charvillat (ENSEEIHT, France)
Vincent Oria (NJIT, USA)
Werner Bailer (Joanneum Research, Graz, Austria)
Werner Klieber (Know-Center Graz, Austria)
Wolfgang Gräther (Fraunhofer FIT, St. Augustin, Germany)
Wolfgang Prinz (Fraunhofer FIT, St. Augustin, Germany)
Yiwei Cao (RWTH Aachen University, Aachen, Germany)

All questions should be sent to: [email protected]

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