Advancing Systems Thinking Education through Interactive Digital Narrative Design

Abstract

In an era of rapid technological change and socio-political polarization, the ability to understand and navigate complex systems is a critical educational imperative. To address this need, this thesis explores how Interactive Digital Narratives (IDNs) can be designed to foster systems thinking and complexity literacy. Drawing on systems science, narrative theory, game studies, and the learning sciences, it examines the pedagogical affordances of IDNs for engaging users in dynamic, multi-perspective digital learning environments.

The primary research question guiding this inquiry is: How can IDN design support learners in developing systems thinking for understanding complex systems? The thesis is structured around this question and three sub-research questions, examining (1) the foundational principles of systems thinking and the affordances of digital representations, (2) the measurable cognitive competencies that signify systems thinking, and (3) the specific ways in which IDNs can be designed to cultivate these skills. Methodologically, it employs a design-based research approach encompassing an IDN expert workshop analysis, Transformation Map-focused classroom case studies, pilot testing integrating Transformation Maps and DSRP principles, and a full experimental study with high school students to evaluate the effectiveness of the developed narrative strategies in fostering systems thinking and complexity literacy.

Using the World Economic Forum's Transformation Maps as the interactive digital foundation, the research develops and evaluates narrative design strategies that promote engagement, perspective-taking, and systemic reasoning. Situated at the intersection of academic research and professional practice, it leverages collaboration with the Forum to bridge theoretical constructs with real-world educational applications.

Findings show that narrative-driven scaffolds, particularly those incorporating character-based More Knowledgeable Others (MKOs), perspective-shifting mechanics, and DSRP (Distinctions, Systems, Relationships, Perspectives) principles, significantly enhance learner engagement, perspective-taking, and conceptual depth. This thesis contributes a framework for creating narrative-rich, systems-oriented learning experiences, offering practical insights for educators, designers, and researchers. By aligning interactive storytelling with systems pedagogy, it advances a model for addressing complexity literacy as a core 21st-century competency.