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STEG'09: CfP Second International Workshop on Story-Telling and Educational Games

From: Anna Hannemann <glukhova@i5.informatik.rwth-aachen.de>
Date: Wed, 08 Apr 2009 18:13:47 +0200
To: semantic-web@w3.org
Message-id: <49DCCD3B.1090605@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 6, 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


Amanda Gower (British Telecommunications plc, UK)
Anna Hannemann (RWTH Aachen University, Aachen, Germany)
Bailing Zhang (Victoria University, Melbourne, Australia)
Baltasar Fernández Manjón (Complutense University of Madrid, Madrid, Spain)
Carlos Delgado Kloos (Carlos III University, Spain)
Carsten Ullrich (Shanghai Jiaotong University, Shanghai, China)
Christian Guetl (Institute for Information Systems and Computer Media,
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 (Joanneum Research, Austria)
Michael D. Kickmeier-Rust (University of Graz, Graz, Austria)
Nalin Sharda (Victoria University, Melbourne, Australia)
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, Thessaloniki, Greece)
Stefan Göbel (TU Darmstadt, Darmstadt, Germany)
Stephan Lukosch (TU Delft, Delft, The Netherlands)
Vincent Charvillat (ENSEEIHT, France)
Werner Bailer (Joanneum Research, Graz, Austria)
Wolfgang Gräther (Fraunhofer FIT, St. Augustin, Germany)
Yiwei Cao (RWTH Aachen University, Aachen, Germany)
Received on Wednesday, 8 April 2009 16:14:28 UTC

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