ArticleIEEE Conference on Computational Intelligence and Games : [proceedings]. IEEE Conference on Computational Intelligence and Games2025
Designing a Narrative-Centered Game to Promote AI Literacy and Health Career Exploration.
Article in IEEE Conference on Computational Intelligence and Games : [proceedings]. IEEE Conference on Computational Intelligence and Games, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Introducing Adolescents to the Social Dimensions of AI through Story-Driven Game-Based Learning.Artificial intelligence in education : 27th international conference, AIED 2026, Seoul, South Korea, June 27-July 3, 2026, proceedings. Part VI. International Conference on Artificial Intelligence in Education (27th : 2026 : Seoul, Kore... · 2027Article
- A Theory-Informed Narrative-Centered Model to Foster AI Literacy and Biomedical Career Interest.FDG : proceedings of the International Conference on Foundations of Digital Games. International Conference on the Foundations of Digital Games · 2026Article
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Authors and funding
7 authors.
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Abstract
As artificial intelligence (AI) continues to transform industries across society, it is having a profound impact on healthcare and biomedical research. To prepare students for this evolving landscape, there is a growing need for learning experiences that build foundational AI literacy and connect to real-world career pathways. However, most middle school students lack access to engaging and personally meaningful opportunities in AI education and career exploration. NarrativeCentered Learning (NCL) offers powerful affordances for contextualizing AI literacy through engaging storylines and role-based problem-solving. In parallel, Social Cognitive Career Theory (SCCT) emphasizes how students' beliefs about their abilities, expectations about outcomes, and personal goals influence the development of their academic and career trajectories. This paper introduces a design framework that integrates NCL and SCCT to foster both AI literacy and health-related career interest. We apply this framework to the design of a narrative game in which students take on the role of a medical intern investigating virtual patient cases using AI tools. We report findings from a usability study with 25 middle school students who played the game's first episode and participated in structured focus groups. Student feedback suggests that the game supported engagement, sparked curiosity, and encouraged emerging career interest. These findings offer preliminary support for the framework and inform the design of career-connected AI learning.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.