The document discusses interactive storytelling games for language teaching. It begins by asking teachers questions about how they currently use games in their teaching and what types of games they and their students play. It then provides examples of interactive storytelling games that have been developed for language learning, including escape room-style games where students must work together to solve puzzles. The document discusses designing interactive storytelling games, noting they should involve co-created stories, random events/outcomes, player agency, and a games master facilitator. It provides templates and outlines for games teachers can use or adapt for their own classrooms.
2. Think about the following.
What role do games play in your
teaching?
Do you use games with learners
often/sometimes/rarely/never?
Outside of class do your learners
play games? How often?
What type of games do you and your
learners play?
Have you ever played a role-
playing game?
What do you think an online
INTERACTIV
E
STORYTELLI
NG
GAMES
REFLECTIO
N
https://ltsig.iatefl.org/ltsig-mo
3. Role-Playing-Games and English
Lessons by Elena Pereseada.
Lockdown learning – Role-play
Games Online by James Egerton.
James has developed several games
for language learning,
including Saving the Princess (a
prepositions quest)
Hiking Adventure. Role-play games
in the classroom by Mike Astbury
Five Best Practices Teachers Can
Learn from Dungeon Masters by
Paul Darvasi.
INTERACTIV
E
STORYTELLI
NG
GAMES
READING
https://ltsig.iatefl.org/ltsig-mo
1
2
3
4
5. • Interactive
storytelling
• Example games
• Escape the
family dinner
party
• Get the
Treasure and
escape the
island
ONLINE
INTERACTIVE
STORYTELLING
GAMES
Who am I ?
6. What is an interactive story?
An interactive story is a guided short
story in text form, with questions. It is a
speaking acivity, with students working
in pairs. The storyteller has a handout of
the story and reads it stopping to ask
the listener questions. The storyteller
continues when happy with the
responses.
http://englishconversations.org/interactive-stories
Mark White
ONLINE
INTERACTIVE
STORYTELLING
GAMES
7. THE
SMALL
TOWN
PHOTOGRAPHER
The small town photographer
A photographer
(What is his name?)
lives in a small town
(Where is it?) where
he has successfully
made a good living
for many years. In
the window of his
shop he proudly
displays some of the
wedding
photographs he has
taken of happy
couples over the
years.
8. INTERACTIVE
STORYTELLIN
G GAMES
Similar to role-playing games
(RPG)
Interactive story-telling games
+ co-created, more open-ended
stories
+ random events and outcomes
+ facilitated by a Games Master
(GM)
+ longer activities (several
classes)
RPG in ELT
9. A live listening / interactive story / escape room
role-playing game
#ELTESCAPE
Graham Stanley, May 2020
ESCAPE THE FAMILY DINNER PARTY
10.
11. Small talk
What language do we use for socialising?
Apologising and making excuses
What things do we say to apologise / to make excuses?
ESCAPE THE FAMILY DINNER PARTY
12. Small talk
The weather’s lovely/horrible today, isn’t it? How is school / work?
Did you see the news today? What’s new?
How was your week / weekend? Did you have a good day?
Apologising and making excuses
I’m very sorry, but… Unfortunately, I have to…
Sorry for the inconvenience, but… I’m afraid I have to…
I’m sorry to trouble you, but… I hate to say this, but…
I’ve got a bit of a problem, you see… Apologies, but…
ESCAPE THE FAMILY DINNER PARTY
25. TREASURE
ISLAND
-You have followed the old
man’s instructions and have
at last found the secret
island.
-You have a map and know
where the treasure is
hidden…or so you think.
-You and your new friends
have one last chance to find
it.
26. WHO ARE
YOU?
-What is your name?
-Where are you from?
-What do you do?
- - - - - - - - - - - - - - - - -
- - - - -
And most importantly…
…what do you secretly want?
At any point during the game,
you can reveal your hidden
secret and try to accomplish
it. If you do not do this during
the game, then it will happen
at the end of the game.
28. CHALLENGE
S
The game will consist of 6
turns.
During the first 5 turns,
there will be a challenge to
overcome.
- - - - - - - - - - - - - - - -
- - - - - - -
Each character needs to
write a challenge (do not tell
the others)
Example challenges:
29. SUCCESS
During each of the 5 turns,
we will randomly select a
challenge.
Each turn a different
character will decide what to
do to try to overcome a
challenge
We will select a chip from a
bag to see if you are
successful or not.
- - - - - - - - - - - - - - - -
- - - - - - -
30. CHALLENGE
1
Set the scene
Describe the challenge
- - - - - - - - - - - - - - - -
- - - - - - -
How will you overcome the
challenge?
Chances left = 10
31. CHALLENGE
2
Set the scene
Describe the challenge
- - - - - - - - - - - - - - - -
- - - - - - -
How will you overcome the
challenge?
Chances left = 10
32. CHALLENGE
3
Set the scene
Describe the challenge
- - - - - - - - - - - - - - - -
- - - - - - -
How will you overcome the
challenge?
Chances left = 10
33. CHALLENGE
4
Set the scene
Describe the challenge
- - - - - - - - - - - - - - - -
- - - - - - -
How will you overcome the
challenge?
Chances left = 10
34. CHALLENGE
5
Set the scene
Describe the challenge
- - - - - - - - - - - - - - - - -
- - - - - -
How will you overcome the
challenge?
This is the final challenge and
your chance to get the
treasure!
Chances left = 10
35. PERSONAL
CHALLENGE
S
Now it’s time to reveal your
hidden wants and see you
have been able get what you
wanted if you haven’t
already revealed them
- - - - - - - - - - - - - - - -
- - - - - - -
36. INTERACTIVE
STORYTELLIN
G GAMES
Designing your own
Start with LEARNING OBJECTIVES
OISGs should be…
+ co-created, open-ended
stories
+ random events and outcomes
+ player agency (not
predetermined)
+ facilitated by a Games Master
(GM)
RPG in ELT
Online interactive storytelling games are a great way to motivate language learners to speak and listen. They can also be easily adapted by the teacher to most levels and are suitable to play with a range of age groups.
During this workshop, we will look at how best to approach online storytelling games with some examples and then discuss how teachers can best design their own games for their learners.
Graham Stanley works for the British Council in Mexico City. He is the editor of 'Remote Teaching' (British Council, 2019), the author of 'Language Learning & Technology' (CUP, 2013) and the co-author of 'Digital Play: Computer games and language aims'.
IATEFL LTSIG Monthly webinar given on Saturday July 25th 2020
https://ltsig.iatefl.org/ltsig-monthly
Before the webinar, I suggested you do some pre-tasks to ensure you make the most of to The first part of this was reflection on your own practice
1. Reflection
Think about the following.
What role do games play in your teaching?
Do you use games with learners often/sometimes/rarely/never?
Outside of class do your learners play games? How often?
What type of games do you and your learners play?
Have you ever played a role-playing game?
What do you think an online interactive storytelling game is?
Just out of interest, how many of you did it? This was adapted from Laine Marshall’s SOFLA (synchronous online flipped learning approach) and the reason for asking you to do it is so we can move more quickly to the design part of OISGs. If you didn’t do this, then please consider doing it after the webinar if these games are something you are interested in. If you are watching a recording of this, then you can pause the recording and do the tasks now. For those of you watching live, we are going to move on.
Pre-webinar task A was to choose one of 4 reading texts. If you did this, then can you write in the chat which one you read. If you didn’t have time, then I suggest you take a look after the webinar if OISGs are something you think you might want to play with students.
2. Pre-webinar task A
Choose one of the reading texts below, read it and think about the following questions: Is this something I can see myself doing with my learners? Why? Why not?
Reading:
Role-Playing-Games and English Lessons by Elena Pereseada. Elena runs the RPG in ELT Facebook group, which consists of a lively bunch of teachers who meet every week to playtest and discuss RPGs for teaching and learning English.
Lockdown learning – Role-play Games Online by James Egerton. James is an active member of the RPG in ELT group and has developed several games for language learning, including Saving the Princess (a prepositions quest)
Hiking Adventure. Role-play games in the classroom by Mike Astbury
Five Best Practices Teachers Can Learn from Dungeon Masters by Paul Darvasi.
Pre-webinar task B was to choose one of 3 recordings of playtests of interactive storytelling games. Again, if you did this, then can you write in the chat which one you watched a segment of? If you didn’t have time, then I suggest you take a look after the webinar. Play tests are an important part of designing any game, which we will come back to after taking a look at Interactive Storytelling in general.
3. Pre-webinar task B
Choose one of the recordings showing interactive storytelling games being played with a group of teachers and answer the following questions: Knowing what you now do about role-paying games, is this what you expected to see? If not, what is different? How do you think you would approach the design of a similar game for your own students?
A fortnight to cross the valley. Watch part of the recording of the playtest of this game carried out in the weekly Webheads in Action weekly meeting. The playtest starts at 6:31. The discussion about the tool (Hex Kit) used and the game starts at minute 36:11.
Get the Treasure and Escape the Island! Watch part of the recording of the playtest of this game carried out in a webinar give to the Association for the London branch of the Association for Language Learning (the game play starts at 9:31). The play test finishes at 42:52 and there is then a brief discussion about the game and if and how it could be adapted to suit lower level language learners.
A quiet year in the valley. Watch part of the recording of the Quiet Year playtest conducted by the RPG in ELT Facebook group. At minute 44:29 we stop playing and discuss the game and if it would work with language learners.
What we are going to do is to look at interactive storytelling in general and why it adapts well to the online environment, then I’ll look at two of the games I’ve made
I first came across the concept of interactve storytelling years ago, when I was introduced to it by an English teacher based in Japan, called Mark White. Mark has lots of example stories and recordings of students telling his stories on his website.
I immediately liked the idea and decided to write one of my own to try out with my own students.
This is a live listening / interactive story / role-playing game designed to encourage speaking among EFL students.
It can be played in a classroom or online and requires no other materials other than this powerpoint, a teacher and students.
To use, follow the instructions in the notes section, asking students to supply answers to the questions and moving the story forward to a resolution.
The scenario can be played with different levels of students (you can grade the language to suit) and is meant for them to practise their general speaking skills, although the language of excuses and socialising will be mainly used. Because of this, it is an ideal game for B1-B2 level students.
The game should take around 20-30 minutes to play. If you want to make this more like a RPG, you can use dice to determine the reactions to what the players say, although this is optional.
Images created using https://www.doodly.com/
Scenario: Every year, your Uncle Baco and Aunt Camila hold a dinner party to celebrate your cousin David’s birthday. All of David’s cousins are invited, along with Grandpa Philip and Grandma Mary. You don’t particularly like your cousin David, but you have promised your parents you will go and you have accepted the invitation.
On the day of the dinner party, a surprise announcement is made about a very special event that is happening in the town hall at 10pm that night (What is it? Ask the students to tell you). There is limited space at the town hall and so you will all need to leave the dinner party by 9pm in order to get there in time.
Unfortunately, past experience tells you that these dinner parties usually go on late, and don’t finish until 11pm. (Why? Because the food is usually served later than expected and David and his family love to play board games after dinner)
This time, though, you are all determined to escape the dinner party by 9pm, but without upsetting anyone. The invitation asked you to be at the house at 7pm, but you know they don’t expect you to be punctual. However, you have an idea (What? f you arrive early and offer to help with the food, perhaps you can leave on time.)
In particular students will be socialising / practising small talk / making polite conversation; apologising; making excuses and promises. If you feel it necessary, you can pre-teach this language or deal with it as you go along / afterwards.
Use this slide if you want to brainstorm with students before the game begins.
In particular students will be socialising / practising small talk / making polite conversation; apologising; making excuses and promises. If you feel it necessary, you can pre-teach this language or deal with it as you go along / afterwards.
Use this slide if you want to share this language with students before the game begins.
While the students are speaking, take note of the language they use and deal with errors once the game has finished. Afterwards, you should also look at the language of excuses.
If you want to add more of a game element to this, then you can award points to students who use these phrases correctly.
Before you set off for the dinner party, your mother reminds you some of the things you need to do when you are there…
“So, remember to each buy cousin David a birthday present before you go. He’s just started studying law at university, so something related to that, a book or something for him to wear when he’s doing work experience would be useful. Or you could always get him another board game…you know how much he likes those…
…Don’t ignore Aunt Camila like she said you did the last time. I know she’s usually in the kitchen most of the time during the dinner party, but please make sure you send her my love and tell her I’ll call her tomorrow to ask how the party went…
…Don’t forget to laugh at uncle Baco’s jokes, no matter how bad they are. You know he gets upset when nobody laughs at his jokes.
…As usual, please don’t let Grandpa Philip tell any of those stories about when he was in the war. We all know he wasn’t in any war and he embarrases everyone when he tells those stories he makes up.
…Finally, remember to be patient with Grandma Mary as she is losing her hearing. If she doesn’t understand what you say, then please take the time to tell her again.
Just before you leave, your mother reminds you of the most important thing… Remember to be kind to everyone and make sure nobody gets upset with you. I am still embarrassed by what happened last year (What happened last year?)
Do you remember what you have to do before and at the dinner party?
Ask the students to tell you what they have to remember to do…
1. Buy cousin David a birthday present each. What do you buy him?
2. Don’t ignore Aunt Camila and tell her your mother Will call her tomorrow to ask her about the party
3. Laugh at uncle Baco’s jokes
4. Don’t let Grandpa Philip tell any of his invented war stories
5. Finally, remember to be patient with Grandma Mary as she is losing her hearing
After buying presents for cousin David, you arrive early to the dinner party and Aunt Camila opens the door…
“Hello! I didn’t expect you to be so early. I’m still cooking, so please take a seat in the living room. There’s nobody else there, but make yourself at home, turn on the TV…”
WHAT THE SS SHOULD DO: Help Aunt Camila in the kitchen to prepare the food….
Because you helped Aunt Camila, the food is now ready and Aunt Camila asks you to take it out to the table while she calls for the others.
Uncle Baco is the first to arrive in the dining room…
“Hello again and welcome! Wow! How you have all grown since I last saw you! Please sit down. I want to catch up with you all. My wife can bring the rest of the food to the table…
Let me tell you a joke. Can I? I have a really good one I think you all being language tachers will appreciate…ready? How many eggs does it take to make an omelette? Ermmmm…no, that’s not right….what was it again? Et me see if I can remember….something about a French omelette….erm yes, that was it…Do you need two eggs to make a French omelette? Well? No, one egg is enough! Ha! Ha! Get it? It’s the French for egg…that’s the punchline, see…pretty good, eh? Do you know any jokes?
Uncle Baco goes to find his son while Grandma Mary and Grandpa Philip arrive at the table. What do you say to them?
Grandma Mary: I’m sorry, dears, I didn’t quite hear what you said?
Grandpa Philip: Did I ever tell you about the time I… was stuck in the trenches in Normandy? / jumped out of a plane in Vietnam? / fought against the Taliban in Afghanistan?
Cousin David arrives at the table…
The ss should make small talk / wish him a happy birthday / give him presents.
He has recently dropped out of his law course at university, so he will be upset when he receives some of the presents and will go to his room… he can be persuaded to return to the table
When he comes back down, the food is served
The food is served and small talk at the table…
Grandma Mary cannot hear
Grandpa Philip Will try to talk about a war story
Unclu Baco will try to tell a joke… about a bear, a cave and French cheese (Camenbert)
Cousin David will be quiet
Aunt Camila will be in the kitchen, not at the table…
Now, dessert….birthday cake….
“You can’t leave until you’ve tried David’s birthday cake…and then we’ll all play Scrabble…or Monoploy…”
The idea of playing board games is suggested… the ss will have to come up with excuses if they are to escape the party…
If they stay to play the board games, it depends on which one they play, but Scrabble or Monopoly will take them past 21:00
The idea of playing board games is suggested… the ss will have to come up with excuses if they are to escape the party…
If they stay to play the board games, it depends on which one they play, but Scrabble or Monopoly will take them past 21:00
The idea of playing board games is suggested… the ss will have to come up with excuses if they are to escape the party…
If they stay to play the board games, it depends on which one they play, but Scrabble or Monopoly will take them past 21:00
Read the story to the learners as an introduction to the game.
Ask the learners to work in pairs/groups (or on their own if there are 3-5 of them) to decide on the following for their character:
Name; Origin; Profession (job)
And…
Their ‘secret want’ i.e. what is it they want that the other characters do not know? This might be to keep the treasure for themselves, or they may be a government agent who wants to arrest the others, or anything else the learners can think of.
A player can decide during a turn to reveal the secret and try to succeeed. If they do this, draw a counter to see if it succeeds (green) or not (red).
If the players do not reveal their secrets during the game, then they will be revealed at the end and their success will be shown through drawing counters.
Ask the learners to think of three things that are going to make finding the treasure difficult.
e.g.
a) The treasure is is an abandoned tmeple in the middle of a jungle.
b) A storm is coming and you only have a few days to find it.
c) There are other treasure hunters who are also going to the island looking for the treasure.
Ask each of the pairs/groups of learners to write a challenge (and keep it secret)
If you only have three characters/learners, then the teacher should write 2 more challenges.
You can use the examples above or come up with your own.
Tell the learners that there will be 5 turns and each turn will present a different challenge (those the learners have written).
Before each turn, a character will volunteer to decide how to overcome. Then the challenge will be randomly selected and that character (i.e. the learners in that pair/group) must decide what to do to overome the challenge. The teacher or a learner will then draw a chip from the bag to see if they were successful or not. Once a chip has been taken from the bag, do not put it back in again.
If the action is unsuccessful, there are consequences. A different character can try to overcome the challenge with a different action, but during the game the player have a total of 10 chances (2 per challenge). They can use any number of chances to overcome a challenge, but once their ten chances are used, they will be automatically unsuccessful overcoming a challenge. i.e. If they have used up their final chance on challenge number 4, then this means they lose the game because they have no chance of being successful when presented with challenge number 5.
Select a player (either randomly, the teacher selects, or a volunteer).
Encourage the learner to describe the challenge in as much detail as posible, to set the scene.
A learner volunteers and describes how the group overcome the challenge…they say what they attempt to do. This uses 1 chance (máximum of 10)
The teacher (or the student) draws a token from the bag – if it is green, then the attempt was successful. If red, then the attempt was unsuccessful. The teacher describes what happens.
If successful, the game moves on. If unsuccessful, another learner can volunteer another idea to overcome the challenge. Again, a token/counter is drawn and this decides whether the attempt was successful or unsuccessful.
There is no limit as to how many times the learners can try to overcome a challenge, but there is a limit to the number of chances they have during the whole game (all 5 chances) – if they run out of chances, then they will not find the treasure.
Select a player (either randomly, the teacher selects, or a volunteer).
Encourage the learner to describe the challenge in as much detail as posible, to set the scene.
A learner volunteers and describes how the group overcome the challenge…they say what they attempt to do. This uses 1 chance (máximum of 10)
The teacher (or the student) draws a token from the bag – if it is green, then the attempt was successful. If red, then the attempt was unsuccessful. The teacher describes what happens.
If successful, the game moves on. If unsuccessful, another learner can volunteer another idea to overcome the challenge. Again, a token/counter is drawn and this decides whether the attempt was successful or unsuccessful.
There is no limit as to how many times the learners can try to overcome a challenge, but there is a limit to the number of chances they have during the whole game (all 5 chances) – if they run out of chances, then they will not find the treasure.
Select a player (either randomly, the teacher selects, or a volunteer).
Encourage the learner to describe the challenge in as much detail as posible, to set the scene.
A learner volunteers and describes how the group overcome the challenge…they say what they attempt to do. This uses 1 chance (máximum of 10)
The teacher (or the student) draws a token from the bag – if it is green, then the attempt was successful. If red, then the attempt was unsuccessful. The teacher describes what happens.
If successful, the game moves on. If unsuccessful, another learner can volunteer another idea to overcome the challenge. Again, a token/counter is drawn and this decides whether the attempt was successful or unsuccessful.
There is no limit as to how many times the learners can try to overcome a challenge, but there is a limit to the number of chances they have during the whole game (all 5 chances) – if they run out of chances, then they will not find the treasure.
Select a player (either randomly, the teacher selects, or a volunteer).
Encourage the learner to describe the challenge in as much detail as posible, to set the scene.
A learner volunteers and describes how the group overcome the challenge…they say what they attempt to do. This uses 1 chance (máximum of 10)
The teacher (or the student) draws a token from the bag – if it is green, then the attempt was successful. If red, then the attempt was unsuccessful. The teacher describes what happens.
If successful, the game moves on. If unsuccessful, another learner can volunteer another idea to overcome the challenge. Again, a token/counter is drawn and this decides whether the attempt was successful or unsuccessful.
There is no limit as to how many times the learners can try to overcome a challenge, but there is a limit to the number of chances they have during the whole game (all 5 chances) – if they run out of chances, then they will not find the treasure.
The final challenge happens when the players reach the treasure
Select a player (either randomly, the teacher selects, or a volunteer).
Encourage the learner to describe the challenge in as much detail as posible, to set the scene.
A learner volunteers and describes how the group overcome the challenge…they say what they attempt to do. This uses 1 chance (máximum of 10)
The teacher (or the student) draws a token from the bag – if it is green, then the attempt was successful. If red, then the attempt was unsuccessful. The teacher describes what happens.
If successful, the game moves on. If unsuccessful, another learner can volunteer another idea to overcome the challenge. Again, a token/counter is drawn and this decides whether the attempt was successful or unsuccessful.
There is no limit as to how many times the learners can try to overcome a challenge, but there is a limit to the number of chances they have during the whole game (all 5 chances) – if they run out of chances, then they will not find the treasure.
If there are players who haven’t yet revealed their hidden wants, then now is the time.
Ask for volunteers and then check to see if the player hs been able to succeed by drawing a counter. If it is green, then the player was successfu. If red, then the player didn’t get what they wanted. In each case, the teacher should elaborate on the story, and the player can add details as they wish.
This happens whether the players find the trasure or not.
This is the end of the game.
What about designing your own OISGs?
One of the two examples I have shared was meant to encourage general speaking and the other something more targetted (small alk / excuses). One of the scenaios (treasure island) was something your learners are unlikely to do and the other ( the dinner party) is a typical situation.
If you want to play test some games, then I recommend you join the weekly play tests carried out by the RPG in ELT Facebook group.