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STEG 09: Deadline extension to 15 June 2009

From: Anna Hannemann <glukhova@i5.informatik.rwth-aachen.de>
Date: Mon, 25 May 2009 19:12:11 +0200
To: semantic-web@w3.org
Message-id: <4A1AD16B.5040601@i5.informatik.rwth-aachen.de>


Second International Workshop on Story-Telling and Educational Games 


The Second Workshop on Story-Telling and Educational Gaming (STEG'09) 
will be held in conjunction with the 8th International Conference on 
Web-based Learning (ICWL'09, http://www.hkws.org/events/icwl2009/), 
Aachen, Germany, August 19-21, 2009.

The Second Workshop on Story-Telling and Educational Gaming (STEG'09) 
will be a continuative event to bring together international researchers 
from the story-telling and educational gaming research areas, based on 
the success of the First STEG Workshop (STEG'08). STEG'08 was held as a 
one-day event triggering fruitful discussions and reporting advanced 
research progress in this area. More information about STEG'08 can be 
found at http://www.prolearn-academy.org/Events/steg08. The paper 
winning the "best paper award" will be published in the International 
Journal on Technology Enhanced Learning (IJTEL). STEG'09 aims to 
reinforce the international community and to explore advanced research 
in this research domain..
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 years, 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 
The main difference between educational games and story-telling lies in 
the user’s 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 users’ experiences. 
This leads to the development of more realistic stories, which can 
provide the kernel for developing non-trivial educational videogames as 
a further step. These stories can cover the instructional portion of an 
educational game, while the game would add the motivation and engagement 
In summary, this workshop aims at bringing together researchers, experts 
and practitioners from the domains of non-linear digital interactive 
story-telling and educational gaming to share ideas and knowledge. There 
is a great amount of separate research in these two fields and the 
celebration of this workshop will allow the participants to discover and 
leverage potential synergies.

Workshop topics
- Story-telling and game theories
- Story and game design paradigms for Web-based Learning
- Augmented story-telling and gaming
- Story-telling and educational gaming with social software
- Story-telling and educational gaming with mobile technologies
- Cross-media/transmedia story-telling and gaming
- Computer gaming for story-telling (Game design for narrative 
- Multimedia story and game authoring
- Story-telling and educational gaming applications

Authors are invited to submit original unpublished research as full 
papers (max. 10 pages) or work-in-progress as short papers (max. 5 
pages). All submitted papers will be peer-reviewed by three members of 
the program committee for originality, significance, clarity and 
quality. Accepted papers will be published online in the ICWL workshop 
proceedings as part of the CEUR Workshop proceedings series. CEUR-WS.org 
is a recognized ISSN publication series, ISSN 1613-0073.

Authors should use the Springer LNCS format 
(http://www.springer.com/lncs). For camera-ready format instructions, 
please see "For Authors" instructions at 

To submit your paper please use STEG submission website:

Paper Submission: June 15, 2009
Notification of acceptance: July 6, 2009
Camera Ready Submission: July 20, 2009
Workshop date: August 21, 2008

Yiwei Cao, RWTH Aachen University, Germany
Stefan Göbel, TU Darmstadt, Germany
Anna Hannemann, RWTH Aachen University, Germany
Cord Hockemeyer, University of Graz, Austria
Baltasar Fernández Manjón, Complutense University, Spain
Emmanuel Stefanakis, Harokopio University of Athen, Greece


Anna Hannemann (RWTH Aachen University, Aachen, Germany)
Baltasar Fernández Manjón (Complutense University of Madrid, Madrid, Spain)
Carsten Ullrich (Shanghai Jiaotong University, Shanghai, China)
Christian Guetl (Institute for Information Systems and Computer Media 
(IICM), Graz University of Technology, Austria)
Cord Hockemeyer (University of Graz, Graz, Austria)
Emmanuel Stefanakis (Harokopio University of Athen, Athen, Greece)
Georg Thallinger (Joanneum Research, Graz, Austria)
Harald Kosch (University of Passau, Germany)
Jose Luis Sierra (Complutense University of Madrid, Madrid, Spain)
Manuel Fradinho (Cyntelix, Ireland)
Marc Spaniol (MPI, Saarbruecken, Germany)
Mathias Lux (Klagenfurt University, Austria)
Michael Granitzer (Know Center, Graz, Austria)
Michael Hausenblas (National University of Ireland Lower Dangan, Galway, 
Michael D. Kickmeier-Rust (University of Graz, Graz, Austria)
Pablo Moreno-Ger (Complutense University of Madrid, Madrid, Spain)
Ralf Klamma (RWTH Aachen University, Aachen, Germany)
Romulus Grigoras (ENSEEIHT, France)
Ronan Champagnat (La Rochelle University, La Rachelle, France)
Stamatia Dasiopoulou (ITI Thessaloniki, Greece)
Stefan Göbel (TU Darmstadt, Darmstadt, Germany)
Stephan Lukosch (TU Delft, Delft, Netherlands)
Werner Bailer (Joanneum Research, Graz, Austria)
Wolfgang Gräther (Fraunhofer FIT, St. Augustin, Germany)
Yiwei Cao (RWTH Aachen University, Aachen, Germany)
Zinayida Petrushyna (RWTH Aachen University)
Received on Monday, 25 May 2009 17:12:48 UTC

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