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Digital media and storytelling in higher education

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Anita Lanszki
Tudományterület
Kultúrakutatás, kulturális sokféleség / Cultural studies, cultural diversity (12950), Kommunikációs hálózatok, média, információs társadalom / Communication networks, media, information society (10104), Pedagógia / Pedagogy (12910)
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70 I Digital Media and Storytelling in Higher Education finds the environment aesthetically pleasing. The dramaturgy and narrative branching system of the game are also particularly important, and the themes need to be variable, novel and relevant. A well-constructed dramaturgy keeps the interactor’s curiosity alive, and the way the game ends and the suspense elements it contains contribute significantly to this. Interactor engagement is also highly influenced by rewards, which are appropriate if the interactor feels that the efforts expended have been worthwhile and that his or her skills and abilities have improved during the game. Research also shows that interactors are most motivated by rewards related to completion, achievement, or progress. The study of IDNs is still an emerging field. Koenitz and Palosaari Elohari (2019) identify five problem areas for research on IDNs, including a lack of agreed-upon methods of analysis, a Babylonian confusion of terminology, and a type of amnesia, or lack of recollection of past experiences. Although the British Library has already begun archiving web interfaces’, the archiving of IDNs is still a work in progress. Koenitz and Palosaari Elohari see the rapidly changing technological environment, as the most problematic aspect of IDN research. Learning to use newer and newer tools and platforms makes the creation and reception of interactive stories difficult. The technological architecture of each device is different, often leading to incompatibilities and a narrow range of users who are actually able to use newer technologies. To improve the field, formats need to be adapted which are more practical and easy to distribute. CHAPTER 5. DATA-DRIVEN STORYTELLING Data visualization as a research and development field appeared at the turn of the millennium with the rise of digitalization, the Internet, and mobile technology. The logged data of users’ online activities has provided useful information for the design of innovations in technology, business, or medicine, as well as the preparation of cultural-political actions. The era of Big Data has brought access to large data sets generated from online activities. Data management is carried out using artificial intelligence algorithms and the work of data scientists. Huge data sets, even from multiple sources, also enable the exploration of complex relationships, which require a change in perspective for data visualization. Software companies have adapted to the content consumption habits of their target audiences, and also to the media environment of our time. Research results, previously presented linearly with slide shows (e.g., Microsoft Power Point presentations), have been complemented by new applications that allow for non-linear reception. One group includes applications that 8 https://www.webarchive.org.uk/en/ukwa/collection

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