Introduction

In my research for case studies on tools for storytelling I’ve read and analysed the two following papers, „G-Flash: A Simple, Graphical Authoring Environment for Interactive Non-Linear Stories“ and „StoryTec: A Digital Storytelling Platform for the Authoring and Experiencing of Interactive and Non-linear Stories“. They provide insightful perspectives on authoring tools designed for different user groups. These tools vary significantly in complexity and user experience, offering valuable insights for developing a prototype authoring tool for interactive, non-linear storytelling. My goal is to gather the insights from these research papers and use them to design my prototype. Furthermore, I will use insights from the research paper “Visualising Nonlinear Narratives with Story Curves”, already discussed in the previous blogpost, to have in mind clear UX goals for my prototype.

Summary

G-Flash and StoryTec are both digital storytelling platforms designed to support the creation of interactive and non-linear stories, but they differ in their specific features and approaches.

G-Flash, as described by Jumail et al. in 2011, focuses on providing guided learning and assistance to young children in creating digital stories using flashcards as the main media element. It emphasizes the tutored approach to guided learning, allowing students to receive the right amount of assistance without compromising their creativity and motivation. The system architecture of G-Flash is Flash-based and web-based, with a focus on using illustrated flashcards to guide story creation.

On the other hand, StoryTec, as introduced by Göbel et al. in 2018, is a digital storytelling platform that enables the authoring and experiencing of interactive and non-linear stories. It provides an authoring environment with different editors for creating and manipulating story units, as well as a runtime engine for controlling interactive scenarios during runtime. StoryTec also includes a Story Editor for managing story structures and an Action Set Editor for defining transitions among scenes..

In summary, G-Flash focuses on providing guided learning and assistance to young children using flashcards, while StoryTec is designed to enable the creation and visualization of interactive and non-linear stories through its authoring environment and runtime engine.

Both platforms aim to facilitate the creation of digital stories, but G-Flash emphasizes guided learning for children, while StoryTec provides a comprehensive authoring framework for interactive and non-linear narratives.

My conclusions

From G-Flash, I could incorporate the concept of guided learning and assistance giving within the digital storytelling application to help beginner creative writers. This can be achieved by providing a tutored approach and using flashcards-like visuals as a media element to guide story creation. According to the study, the use of illustrated flashcards motivates children and helps them recall their experiences; this can be a valuable feature to include in my authoring tool to improve recall of more complex events in a non-linear story.

From StoryTec, I can take the focus on a user-friendly and intuitive graphical user interface (GUI) for the authoring environment to help beginner creative writers without programming skills to create interactive stories. Additionally, the separation of story structure and story content in StoryTec can be a valuable insight to consider when developing your authoring tool, as it allows for flexibility in creating and playing different story elements based on the same structure. A runtime engine for the interactive storytelling platform would be interesting to implement but requires more research.

To enhance the user experience, I want to incorporate the visualization technique of Story Curves, [Blogpost 6] to reveal nonlinear narrative patterns and provide a helpful overview of the story structure. This visualization method can be used to help beginner creative writers understand the nonlinear narrative patterns in their stories and provide a visual representation of the story’s structure. I am going to take in consideration UX issues discussed in the Story Curve paper regarding the Story Explorer tool:

1. Readability and Learnability: The evaluation of Story Explorer highlighted that some participants had difficulty in reading both story and narrative order at the same time. This suggests that providing a clear distinction between different narrative orders and visual aids for reading two axes could be useful for reading story curves.
2. Control of Origin and Time Jumps: Participants in the evaluation study of Story Explorer struggled with the initial disorientation caused by the placement of the origin at the upper left corner and confusion between flashforwards and flashbacks. The analysis suggested that providing control of the origin of the axes and visual aids for time jumps could improve user experience.
3. Scalability and Clean Visualization: Story Explorer integrated mechanisms to ensure a clean and scalable visualization, even for stories with hundreds of scenes. The semantic zoom feature with different representations for story elements was identified as a key factor in preventing clutter in the story graph representation.

In conclusion, by combining the insights from G-Flash, StoryTec and Story Explorer I can develop an authoring tool that provides guided learning, assistance giving, and a user-friendly interface for creating interactive, non-linear stories using the Story Curves visualization Method.

References

1. Jumail, D. R. A. Rambli and S. Sulaiman, „G-Flash: An authoring tool for guided digital storytelling,“ 2011 IEEE Symposium on Computers & Informatics, Kuala Lumpur, Malaysia, 2011, pp. 396-401, doi: 10.1109/ISCI.2011.5958948.
2. S. Göbel, L. Salvatore and R. Konrad, „StoryTec: A Digital Storytelling Platform for the Authoring and Experiencing of Interactive and Non-Linear Stories,“ 2008 International Conference on Automated Solutions for Cross Media Content and Multi-Channel Distribution, Florence, Italy, 2008, pp. 103-110, doi: 10.1109/AXMEDIS.2008.45.
3. N. W. Kim, B. Bach, H. Im, S. Schriber, M. Gross and H. Pfister, „Visualizing Nonlinear Narratives with Story Curves,“ in IEEE Transactions on Visualization and Computer Graphics, vol. 24, no. 1, pp. 595-604, Jan. 2018, doi: 10.1109/TVCG.2017.2744118.