Games are used in various learning situations and domains, among which is cultural heritage. Storytelling is used in games regarding cultural places, but it often takes a simple form. Thus, the authors’ aim is to investigate the possibility to communicate cultural content through a narrative-based game that can function with multiple narratives. Another core element of our design is the less exploited in serious games combination of endogenous cooperation and competition. The social dimension of our design was expressed through features of Classroom Multiplayer Presential Games (CMPGs), in respect of using a one-to-many game environment projected on a single screen, while enhancing collaborative work in small teams. After providing an overview of the game, we briefly explain how t his was implemented with the use of Twine, a free authoring tool for the creation of interactive stories and text-based games. Subsequently, we present the two interventions we conducted, one with teenage students ( n = 19) and one with post-graduate students ( n = 14), to test how our game design functions with real users. A mixed research methodology was followed in the two trials and data were collected through observation, focus group discussions, short questionnaires, and game reports. Findings indicated that the suggested design is playable but provided helpful insights into its future improvements. The game managed to engage both teenagers and adults with the cultural content and create motivation towards it. Learning gains were registered for both groups, but these were more appreciated by the adult participants, who additionally found the game to be more entertaining. The limited character of our results imposes the need for future extensive evaluation of the game design in both formal and non-formal educational contexts.

中文翻译：

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通过叙事游戏教授文化遗产

游戏用于各种学习情况和领域，其中包括文化遗产。讲故事用于有关文化场所的游戏，但通常采用简单的形式。因此，作者的目的是研究通过基于叙事的游戏来传达文化内容的可能性，该游戏可以与多种叙事一起发挥作用。我们设计的另一个核心元素是在内生合作和竞争的严肃游戏组合中较少被利用。我们设计的社会维度是通过以下特征来表达的课堂多人演示游戏（CMPG），关于使用投影在单个屏幕上的一对多游戏环境，同时增强小团队的协作工作。在提供了游戏的概述后，我们简要说明了如何吨他是通过使用 Twine 实现的，这是一个免费的创作工具，用于创建交互式故事和基于文本的游戏。随后，我们介绍了我们进行的两项干预，一项针对青少年学生（n =19）和一个研究生（n =14），测试我们的游戏设计如何与真实用户一起运行。两项试验采用混合研究方法，通过观察、焦点小组讨论、简短问卷和游戏报告收集数据。调查结果表明，建议的设计是可玩的，但为未来的改进提供了有用的见解。该游戏设法让青少年和成年人都参与其中的文化内容并为其创造动力。两组都记录了学习成果，但成年参与者更欣赏这些成果，他们还发现游戏更有趣。我们结果的有限性要求未来在正规和非正规教育环境中对游戏设计进行广泛评估。