Children’s conceptions of stories in educational games

The GLS community at large have extolled on the necessity that a story/fantasy has in its relation to educational games. This study is a report on interviews done with 16 children after playing two educational games that were deemed to have high and low amounts of stories by the author and story grammar frameworks found in the research literature. The findings and interviews with the children tend to suggest that characters are of principal importance to children and that game mechanics can be leveraged by children to drive a story when none is present.