first person

Corvus Elrod extends Bruno Faidutti's claim that all games tell stories by making the counter-intuitive argument that board games like Chess and Go are more effective story vehicles than RPGs.

David Parry argues that Pax occupies a position between literature and games - that it "glorifies play while undermining games," and that it's "not so much literature as it is literary."

Jesper Juul argues that James Wallis's focus on definitions in his intervention into the story/game debate doesn't give the experience of story - or game - its due.

Monica Evans extends Costikyan's analysis of the narrative/game debate, but ultimately concludes that battles over genre categorization miss the point of electronic media, and that we cannot yet accurately assess how the tension between story and play works out because digital games are "products of a technology still in its infancy."

Jason Rhody argues that Prince of Persia: The Sands of Time attains the status of a game fiction by leveraging "narrative tragedy" to enhance "ludic complexity" - creating a game in which narrative and play, far from being opposed, as in most assessments, enhance one another.

Mark Marino explains Twelve Easy Lessons to Better Time Travel as an allegory of electronic writing, featuring characters that represent salient figures from Alan Turing to Shelley Jackson.

Marie-Laure Ryan describes Juvenate as an audiovisual hypertext that can be navigated via a provided map or wandered through like a maze, evoking the question of whether the text is best understood as a narrative or a game.

Lev Manovich describes a filmic methodology for the information age: narratives structured on the logic of databases. The delegation of a large part of the editing Mission to Earth to a computer results in a product that is "between narrative and a search engine."

Steve Meretzky reflects on one of the earliest (1982) NPCs (non-player characters) to evoke an emotional investment from videogame players. Meretzky draws attention to the fact that character development - integral to fiction and film - is not often emphasized in game design.

Emily Short explains that one of the goals of Savoir-Faire is to teach the player to become a magician. This pedagogical orientation means that - in contrast to interactive fictions that allow only a severely limited range of player input - Short's game rewards undirected play because the player is not only solving puzzles, but also learning.