Isabella Auraa, Lobna Hassana and Juho Hamaria a Tampere University, Kanslerinrinne 1, 33014, Tampere, Finland For decades, educators have been exploring various ways to, not only educate, but also to create engaging classrooms and to foster positive social experiences amongst students. To these ends, many educators have now taken steps towards utilizing storification in their pedagogy and classrooms in order to appeal students and positively impact their social relationships. Research, grounded theory methods, 10-day ethnographic fieldwork, participatory observations, interviews with 11 educational staff and focus groups with 79 students at a middle school employing a Harry Potter story theme, this research implies that storification can hinder antisocial behavior. The values and messages teachers delivered through the employed story and change of learning environment and pedagogy manifested teacher dedication and effort to students, which fostered their prosocial behavior in the school. storification, social behavior, learning environment, classroom design that aim to support and promote learning, social interaction and mutual respect in classrooms [2]. A usual classroom learning environment is Schools and classrooms are a variation of a traditional classroom with desks multidimensional social contexts where in rows, and relatively plain walls and furniture students are pursuing both social and academic where learning is often executed through goals [1, 2]. Being part of a group, friendships, didactic, teacher-centered activities [10]. or the lack thereof, can have a major impact on Within such classrooms, different aspects of -being during education are enabled: curriculum-delivery, childhood and beyond [3, 4]. Furthermore, pedagogy, a learning atmosphere, social interpersonal problems may even be the main behavior, and social structures amongst reason for why teenage students drop out of students, and between students and teachers school [5]. Accordingly, a plethora of [11]. Modifying a classroom environment can researchers have studied the various dimensions of social behavior in educational academic engagement and behavior [12, 13], settings over the decades [6, 7] such as social which is why it is plausible for educators to status, sense of belonging and experiences of positively influence learning outcomes and curb behavioral problems within schools relatedness to school, engagement and learning through the way classrooms are designed. outcomes [3, 8, 9]. To increase the appeal of classrooms to Teac students and enhance learning outcomes, atmosphere through the learning environment, educators have increasingly employed pedagogy delivery, and social norms and rules 5th International GamiFIN Conference 2021 (GamiFIN 2021), April 7-10, 2021, Finland EMAIL: isabella.aura@tuni.fi (A. 1); lobna.hassan@tuni.fi (A. 2); juho.hamari@tuni.fi (A. 3) ORCID: 0000-0001-9540-710X (A. 1); 0000-0002-6201-9159 (A. 2); 0000-0002-6573-588X (A. 3) 2021 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). CEUR Workshop Proceedings (CEUR-WS.org) emerging gameful and playful approaches, such The aim of this case study is to investigate as gamification [14, 15], serious games [16, how students experience their social 17], simulations [18, 19] and roleplay [20, 21] communities in storified classes. An into their pedagogy and learning environments ethnographic fieldwork approach was in an effort to make education more engaging employed in order to gather authentic, nuanced and efficient for students (e.g., [22]). One of knowledge on such a complex phenomenon as these practices is adding stories, storytelling and role play to teaching, which teachers and communities. To understand and analyze the educational professionals have long utilized to feelings, attitudes and experiences of the study make learning more relevant for students. participants in an exploratory, rather than a Different terminologies have been used to confirmatory manner, grounded theory describe these practices, such as, but not limited methods with a constructivist approach were to; story- and narrative-based learning, as well employed [30, 31]. as narrative-centered learning environments (e.g., [23, 24, 25]). Recently, storification emerged as a term connected, not only to storytelling strategies in education, but additionally to broader strategies This case study took place in an elementary- of engagement online and offline. Storification middle school (K-8), attended by 350 students, refers to the holistic use of stories in a way that 19 teachers and 9 other educational staff. The creates and communicates a narrative to its school is located in the southern USA, in a low economic area with poor home conditions and audience in an engrossing and pervasive way [26]. Storification endeavors to wrap activities at- inside a story, giving students a chance to learn educational staff and parents. To create engaging, comfortable and home-like school and create information within said story [27]. experience for students, the teachers had Storification aims to go beyond storytelling by transformed one hallway, and the four letting students comprehensively experience and act out in stories. It can and has been used, classrooms in it into Hogwarts, the wizarding for example, as an educational tool [28], which school of the Harry Potter (HP) series. The transformation was deployed through paintings, changes the curricula in the form of a story, or murals and decorations, furniture, objects and as a blueprint for the (re-)design of a physical or virtual learning environment [29]. props fitting to the Harry Potter theme, as can As the utilization of emerging gameful and be seen in Figure 1. playful approaches and storification in classrooms continues to increase, we are faced with a research and practice challenge as little unities and behavior. Hence, the purpose of this case study is to examine: How do students experience their social communities (forming friendships, bullying, solidarity) in storified classes? Employing a 10-day ethnographic fieldwork, interviews with teachers and other educational staff, focus groups with 7th and 8th grade students and participatory observations within storified school are examined through grounded theory methods. Such a study is necessary in The transformation of learning order to understand the benefits and detriments environments was not only in the physical storification holds, as to utilize it fully in infrastructure of the classrooms, but in classrooms and schools. -making and practices. The story of Harry Potter was directly incorporated in teaching through different methods, such as reading the HP books as part of curriculum, school events, group works and multimedia tasks, as well as indirectly via a hidden curriculum [32] that teaches the values and morals the story delivers. Through the holistic change of learning environments, novel pedagogical practices and delivery of hidden curriculum, storification was both directly and including their social relationships and behavior. Noteworthily, alongside storification, some teachers had moved from traditional, assigned seating arrangements to flexible and alternative seating, where classrooms had multiple different seating options, such as couches and bean bags matching with the employed theme, and students were allowed to choose their own seats at the start of each class. In addition to interviews and focus groups, data was gathered during ethnographic fieldwork by participatory observations in the storified classes for 10 days during school hours in several classes, as well as outside of classes, such as during breaks and lunchtimes. Data was collected by note taking, audio recording and which includes a total of four classrooms for the photographs. The 11 educational staff 7th and 8th grades, taught by four teachers. Said interviews lasted approximately from 10 to 45 four teachers, in addition to six other minutes, and the 15 focus groups lasted an educational staff and the school principal, were average of 25 minutes. In order to create a interviewed (INTW) individually for this study. comfortable and open atmosphere, students Furthermore, 79 students from 7th and 8th formed the focus groups with the help of their grades (12 14-year-olds), attending those teachers, so that they consisted of people classrooms, participated in focus groups (FG) comfortable with each other, minimizing the which consisted of three to six students, the risk of potentially placing a bullied student in average being five per group. The average age the same group as the person(s) bullying them. of the students was 12.8 years (SD = 0.75). The Participants were assured that participating majority of them were White (89% White, 11% in the data collection was entirely voluntary, Hispanic), and about half of them were boys confidential, anonymous, and had no influence (49% boys, 51% girls). Additionally, three on their job or academic performance. parents and nearly 30 school graduates were interviewed in order to get a holistic the study was outlined and the guardians could understanding of the studied phenomenon, indicate if they wished for their child not to however, the data gathered from them was participate. Overall, participants were allowed utilized only as supplementary material due to to withdraw from the study at any point without further explanation. With that, four students teachers. Table 1 demonstrates the details of decided not to participate in the focus groups. participants and collected data. Regardless of participation, all teachers and students received a small gift in the form of a chocolate or candy. This case study employed grounded theory methods [31], based on a constructivist approach [30], which is an appropriate method to derive the findings directly from data. The freedom to choose the appropriate seat for analysis process included coding (initial, them, as well as a classmate to sit with. The focused and theoretical) [30], constant transformation from desks in rows to couches comparison (data with data, data with codes, and bean bags created a more open and social codes with codes, codes with categories and space, where, as students stated, it was easier to categories with categories), as well as memo writing and sorting, in order to elaborate ideas (FG7) and perhaps find new friends. In one of and thoughts about the data [33]. Nonetheless, the focus groups students described the a grounded theory study is not a linear process transformation to flexible seating as such: [30]; it requires open mindedness and areness of their own biases and Student #54: We used to not be able to talk to background, so that categories can inductively everyone as much, because we had desks and we emerge from the data and not be forced into preconceived notions [34]. This paper presents our area. But now, we can talk to them, talk to everyone and get to know everyone. preliminary results focusing on one dimension Student #77: bles of the gathered data: social behavior in storified or on the couch, you have more than just one classes. person, you have your group you can talk to. Student #49: And you can sit by different people every day, if you want to. The Harry Potter theme was a shared Preliminary emergent coding was conducted interest, and a common conversational point. In (more detailed coding is still ongoing) to addition to reading the Harry Potter books in largely examine social behavior at the studied class, teachers incorporated HP in other related school on a continuum of pro- to antisocial pedagogical activities; group work, projects behavior. Emergent coding of prosocial and discussions were common methods to behavior revealed behaviors that foster positive process characters, plotline and events of the social atmosphere, shared interest, and books, in order to attain different learning friendships, while antisocial behavior coding objectives. Beyond curricular purposes, one of emerged categories on bullying, misconduct the activities teachers devised was a Hogwarts and communicative language. house sorting quiz, which was a playful personality test that sorted students into one of the four Hogwarts houses: Gryffindor, Hufflepuff, Ravenclaw or Slytherin. Such a test For an outside observer, the social atmosphere in the school appeared relaxed and performance, but was a way for students to have cheerful, both during and outside of classroom fun and connect with the story and the activities. In the focus groups, students environment around them. Nonetheless, the communicated this perceived experience of a majority of the students remembered the results positive atmosphere and often described the of the quiz quite clearly, and still enjoyed -15), discussing the questions it had and the - percentages they got, although the quiz had 4,10,11,13,14) place. Students noted that the been taken weeks, or even months ago: experienced atmosphere was partly due to the Student #73: My Slytherin was like 50 percent. effort in creating an exciting environment for Student #11: Jeez! My Slytherin was like 5 all through the storified classroom design percent! Student #35: Really? change. Student #55: Related to the transformation to storified Student #11: classrooms, teachers introduced flexible Student #55: I was like the only Ravenclaw- seating, which provided students variability in there was, like only three of us who were a terms of seating and seating partners. The Ravenclaw and the rest were Hufflepuffs. majority of students described the change from assigned, fixed seats to flexible seating as A great portion of the students had been at positive and enjoyable, since it gave them the said school since kindergarten; hence their relationships and friendships had perhaps students, when finding out which house others developed already at a young age. Students are identified as: Student #16: friendships, collective memories, shared through and he'll just hear this one person just experiences and common talking topics, especially for students who identified as Harry Potter fans. While discussing friendships and forming new ones, students saw improvements in their communication after the transformation in the classrooms took place: Discussing antisocial behavior with the students and educational professionals, an Student #31: explicit, recurrent statement emerged in it helps us communicate better. Because we know bullying (FG1,4,8,13-15; INTW1,4). Teachers reported Interviewer: So, you think that helped; finding misconduct during the last few years, new friends through Hogwarts stuff? approximately at the same time as storification Student #42: Yeah, definitely helped. had gradually taken place. One of the teachers Student #37: Because you always have who had previously worked in the Harry Potter hallway, described that the hallway had a lot of what to talk about, just bring up Harry Potter, discipline problems, such as fights and because everybody knows about it. bullying, before. However, today, that has not happened in a while, and the teacher believed it Student #8: I made friends with this girl named (her name) because of Harry Potter. It was last was due to the perceived ownership and pride year when we started reading the second book students have with their school: ything Teacher #2: There used to be discipline problems all the time in that [7th and 8th grade] hallway, etting drop out of school legally. And so, a lot of times Students believed that everyone had friends in the school, and although stating that just drop out. And then there would be fights. (FG4,8,10,14), students felt it was natural that When I was [a teacher] in that hall, we would smaller groups of friends started to gradually see fights often with the bigger kids. And that has form over the years. It is possible that the HP theme reinforced such grouping yet its effects ownership- I think the kids have an ownership remain hard to discern. Although the school did with the school and more of a pride with it. not group the students according to Hogwarts houses, the results of the sorting quiz had Similarly, many interviewees recalled discussions and perhaps leading into categorizing of friends. Each house represents a different set of qualities; Gryffindor values of the students expressed having a close bravery and daringness, Ravenclaw involves relationship with their teachers and the curious and intelligent students, whereas principal, trusting that the school staff would Slytherins are recognized as ambitious and intervene on possible bullying incidents, stating and 8th graders had been sorted into Hufflepuff, (FG8,5). Students discussed incidents in the which is considered the house of loyal friends past where teachers have intervened when and hard-work. Students described that albeit needed. When discussing these incidents of the sorting quiz had been mostly for fun, it had overt bullying, some students employed facilitated social connection with other characters from the Harry Potter series to communicate their experiences. The same teachers until the person would confess, which occurred when reflecting on teachers or students found unfair and frustrating. Students classmates at large: stated that flexible seating had facilitated social connection with others, whereas assigned seats Student #46: I want to tell you all about my hindered their opportunities to find new friends call him or maintain the social connections they had Voldemort [the main antagonist of the HP initiated before: Student #53: We have friends but it constantly much of a physical bully as he was a mental keeps on getting harder to keep friends because bully. We got assigned seats at lunch- Teachers also noted this student Student #69: Assigned seats at class, assigned identification with the characters and story seats at lunch and only time we get to sit theme and used it themselves when w communicating about negative situations: Student #53: - like the only times we get to talk to our friends is snack. Teacher #8: They connect with Harry [Potter], Student #69: Breaks and sometimes lunch, if we because for a lot of these kids the school is their [happen to] sit close to each other. safe place, their comfort zone, and where they belong. I think a lot of our kids live in a situation This perhaps indicates that while serious bullying and misconduct has significantly at home. storification, it still occurs in milder, and perhaps more socially acceptable ways. The Here, the teacher refers to Privet Drive, in noted change, however, was significant for the which Harry Potter spent his childhood with students and teachers, and the students poor home conditions, always stating that themselves disliked it (e.g., how they disliked Hogwarts, the wizarding school, was more of a the change back to fixed seating) as it disrupted home for him than Privet Drive ever was. aspects of schooling that have become Nonetheless, compatible with observation enjoyable for them. data, students also talked of relatively less serious antisocial behavior, such as characterize as bullying. However, sometimes Teachers implemented storification in hopes to provide a home-like, comfortable place for perhaps creating differing opinions of what is students to learn in, engaging physical learning considered as bullying and what is not: environments and an accepting social atmosphere. Teachers wanted to create, not Student #32: only interesting and unique learning I mean, some people get hurt, but they get over environments, but open and social classrooms it. for students to act in. As our findings show, Student #72: teachers had gradually worked towards these goals, as students felt comfortable with their know, take it too far. Student #32: Nothing serious. We never have a environment and described the social problem with it. Student #72: Because we all bully each other and perceived feelings of social support and community can have long-term effects on Additionally, shortly before the research towards further education [2] and preventing fieldwork, there was an incident where one of future harmful behavior, such as drug use [35], the students had broken a chair, and the guilty thus addressing the achievement gap of person had never confessed, which caused children from lower socio-economic classes trouble for the whole class. As a disciplinary [11]. Furthermore, creative spaces with flexible seating facilitate versatile social situations, where students can learn social skills more than perceived house identity can empower they presumably would have learned in especially shy students, provide them inclusion traditionally designed classrooms with desks. into a social identity group and facilitate a sense These creative spaces could have further of belonging [40]. Nonetheless, identification with an exclusive Hogwarts house might induce social classrooms and social skills positively social cliques, or even rivalry between students correlate with academic achievement [7, 36]. [39], promoting antisocial behavior. In addition to reading the Harry Potter books Even though student misconduct and in English classes, various educational and experienced bullying had notably decreased leisure activities around the HP series were over the last few years with the gradually utilized both in classrooms and beyond classes, implemented transformation to the classrooms, for example in the form of HP themed run storification alone is not an immediate solution events and the Hogwarts house sorting quiz. to antisocial behavior, nor is the Harry Potter Teachers saw that the values and messages that theme. Special attention is to be paid to the HP series delivers (subjects such as carefully selected stories and the moral values friendship, bullying, rule-breaking and growing they deliver [41]. In educational contexts, up in a dysfunctional family) [37] can empower stories that indirectly showcase the value of and inspire students (whether they were fans of education can especially be employed to the HP series or not) to rise above their provide a purpose for education to students to circumstances as well as facilitate social perform better, and additionally transport interaction and friendships, which they students to different realities where they might attempted to foster through this integration of be inclined to behave more positively, as the series in classrooms. Social interactions indicated by theory on the utilization of were supported by collective language and storification in classrooms contributed by this codes employed from the HP series that the research project [41] and other earlier research teachers and the students utilized to [27]. Through extensive effort, cooperation and communicate and reflect their experiences of, dedication, the teachers in the school for example, bullying and the school consciously aimed to create an engaging and interesting learning environment along with theory [11], this change of language may serve pedagogical changes, which were visible to as an intermediary of social structures and students, resulting in feelings of ownership and pride within the students. Students perceived the world. Especially for children coming from dedication from their teachers which appears to lower socio-economic classes, schools can act have engaged them and potentially decreased as a strong independent force for diminishing their misconduct. Furthermore, adding achievement gaps through the way language is opportunities for students to work with peers, utilized and developed, and how pedagogy is fulfilling their social needs [42], perhaps delivered within classrooms [11], for which enhanced student motivation to behave more storification might be an appropriate tool. responsibly and prosocially, creating a rather While many schools have utilized Harry rewarding circle for both students and teachers, Potter books or other related activities in their because student motivation and positive education, nevertheless, some studies imply that perhaps schools and teachers have not levels, and improve teaching efficacy and job harnessed the HP phenomenon to its full extent, satisfaction [43]. especially what comes to its literacy- In line with Urdan & Schoendelfer [42], we developing potential and student inspiration encourage schools and educational and empowerment [38, 39]. However, the professionals to pay attention to the features of fundamental intention of the HP series is not to learning environments and classroom designs, educate, but to provide entertainment, which is why their moral teachings may need assessment academic behavior. We also wish for teachers and conscious utilization in classrooms. For to strive to familiarize themselves with topical example, the sorting quiz that was used at the phenomena that their students are interested in school to organize students into their Hogwarts and build exercises and activities around them houses was playful, fun, and fostered social [38], in order to engage and motivate students communities at the school. Studies show that both socially and academically. While the selected school was particularly This work was supported by the Media unique for its exceptionally holistic Industry Research Foundation of Finland under implementation of storification, and was Grant 20190182; the Finnish Cultural studied from different vantage points, it Foundation under Grant 00190298; Satakunnan remains a singular case study. Nonetheless, this Korkeakoulusäätiö and the Centre of study provides a point of departure for more Excellence on Game Culture Studies research on storification that it is now becoming (GameCult). increasingly adopted in educational institutions. The studied school was rather small, which could explain some aspects of, for example, the atmosphere at school. As the data gathering period was relatively short, some findings may [1] J. Juvonen, T.B. Murdock, Grade-Level Differences in the Social Value of be difficult to discern, for example, we cannot fully discern which aspects of the decreased Effort: Implications for Self- misconduct were due to storification and which Presentation Tactics of Early resulted from external events. Adolescents, Child Dev. 66 (1995) The ethnographic fieldwork was conducted 1694 1705. doi:10.2307/1131904. by one researcher. While this may have [2] A.M. Ryan, H. Patrick, The Classroom reinforced trustful and respectful relations Social Environment and Changes in between the researcher and participants [44], it Engagement During Middle School, may have contributed to researcher bias. This Am. Educ. Res. J. 38 (2001) 437 460. was taken into account on different stages of the research through discussions with experienced doi:10.3102/00028312038002437. co-authors. Results and observations were [3] J.-S. Lee, The Relationship Between Student Engagement and Academic actively presented in research lectures and Performance: Is It a Myth or Reality?, J. seminars for larger reflections. We encourage future researchers to examine Educ. Res. 107 (2014) 177 185. the effects of storification through pre- and doi:10.1080/00220671.2013.807491. post-implementation comparisons, preferably [4] E.A. North, A.M. Ryan, K. Cortina, N.R. Brass, Social Status and Classroom Behavior in Math and Science during behavior and social communities are complex structures with many influencing factors that Early Adolescence, J. Youth Adolesc. should be examined from many vantage points, 48 (2019) 597 608. doi:10.1007/s10964-018-0949-8. [5] M. Terry, The Effects that Family perceptions. Understanding the utilization of storification in education and its effects on both Decisions to Drop Out of School, Educ. Res. Q. 31 (2008) 25 38. experiences, can provide us significant [6] B.J. Kochenderfer, G.W. Ladd, Peer information on how to improve schools, Victimization: Cause or Consequence of classrooms and pedagogy even further. Finally, the present paper is a short treatise School Maladjustment?, Child Dev. 67 of the first emerging themes in a wider overall (1996) 1305 1317. doi:10.2307/1131701. study, therefore, the paper is limited in terms of breadth and depth even though it manages to [7] K.R. Wentzel, K. Caldwell, Friendships, elucidate some of the major aspects of social Peer Acceptance, and Group behaviors related to and emerging from Membership: Relations to Academic storification. Further expansion of this research Achievement in Middle School, Child Dev. 68 (1997) 1198. efforts will serve to paint a more holistic picture as well as to draw more granular observations doi:10.2307/1132301. and interpretation of the meaning and practice [8] Z. Cemalcilar, Schools as Socialisation of storification in education. Contexts: Understanding the Impact of Sense of School Belonging, Appl. Psychol. 59 (2010) 243 272. Role-play simulations for climate doi:10.1111/j.1464-0597.2009.00389.x. change adaptation education and [9] C. Furrer, E. Skinner, Sense of engagement, Nat. Clim. Chang. 6 (2016) 745 750. academic engagement and performance, doi:10.1038/nclimate3084. J. Educ. Psychol. 95 (2003) 148 162. [19] N. Rutten, W.R. Van Joolingen, J.T. doi:10.1037/0022-0663.95.1.148. Van Der Veen, The learning effects of [10] M. Stewart, Understanding learning: computer simulations in science theories and critique, in: L. Hunt, D. education, Comput. Educ. 58 (2012) Chalmers (Eds.), Univ. Teach. Focus A 136 153. Learn. Approach, Routledge, New doi:10.1016/j.compedu.2011.07.017. York, 2012: pp. 3 20. [20] Y. Cakici, E. Bayir, Developing doi:10.4324/9780203079690-1. [11] B. Bernstein, Towards a Theory of Science Through Role Play, Int. J. Sci. Educational Transmissions, Routledge, Educ. 34 (2012) 1075 1091. London, 2003. doi:10.1080/09500693.2011.647109. doi:10.4324/9780203011430. [21] P. Heyward, Emotional Engagement [12] P. Barrett, F. Davies, Y. Zhang, L. Through Drama: Strategies to Assist Barrett, The impact of classroom design Learning through Role-Play, Int. J. Teach. Learn. High. Educ. 22 (2010) ofaholistic, multi-level analysis, Build. 197 203. Environ. 89 (2015) 118 133. [22] T.W. Malone, Toward a Theory of doi:10.1016/j.buildenv.2015.02.013. Intrinsically Motivating Instruction, [13] C.A. Guardino, E. Fullerton, Changing Cogn. Sci. 5 (1981) 333 369. Behaviors by Changing the Classroom doi:10.1207/s15516709cog0504_2. Environment, Teach. Except. Child. 42 [23] J.P. Rowe, L.R. Shores, B.W. Mott, J.C. (2010) 8 13. Lester, Integrating learning, problem doi:10.1177/004005991004200601. solving, and engagement in narrative- [14] J. Hamari, Gamification, in: G. Ritzer, centered learning environments, Int. J. C. Rojek (Eds.), Blackwell Encycl. Artif. Intell. Educ. 21 (2011) 115 133. Sociol., John Wiley & Sons, Ltd, doi:10.3233/JAI-2011-019. Oxford, UK, 2019: pp. 1 3. [24] G. Dettori, A. Paiva, Narrative learning doi:10.1002/9781405165518.wbeos132 in technology-enhanced environments: 1. An introduction to narrative learning [15] R.N. Landers, Gamification environments, in: N. Balacheff, S. Misunderstood: How Badly Executed Ludvigsen, J. de Ton, A. Lazonder, S. and Rhetorical Gamification Obscures Barnes (Eds.), Technol. Learn. Princ. Its Transformative Potential, J. Manag. Prod., Springer Netherlands, 2009: pp. Inq. 28 (2019) 137 140. 55 69. doi:10.1007/978-1-4020-9827- doi:10.1177/1056492618790913. 7_4. [16] T.M. Connolly, E.A. Boyle, E. [25] S.W. McQuiggan, J.P. Rowe, S. Lee, MacArthur, T. Hainey, J.M. Boyle, A J.C. Lester, Story-based learning: The systematic literature review of empirical impact of narrative on learning evidence on computer games and experiences and outcomes, in: B.P. serious games, Comput. Educ. 59 Woolf, E. Aïmeur, R. Nkambou, S. (2012) 661 686. Lajoie (Eds.), Int. Conf. Intell. Tutoring doi:10.1016/j.compedu.2012.03.004. Syst., Springer, Berlin, 2008: pp. 530 [17] N. Vos, H. Van Der Meijden, E. 539. doi:10.1007/978-3-540-69132- Denessen, Effects of constructing 7_56. versus playing an educational game on [26] K.M. Madsen, M. Skov, P. Vistisen, student motivation and deep learning How to design for exploration through strategy use, Comput. Educ. 56 (2011) emergent narratives, Digit. Creat. 31 127 137. (2020) 234 244. doi:10.1016/j.compedu.2010.08.013. doi:10.1080/14626268.2020.1784233. [18] D. Rumore, T. Schenk, L. Susskind, [27] S. Deterding, Make-Believe in Gameful and Playful Design, in: P. Turner, J.T. doi:10.4226/66/5a94bfe75e4f6. Harviainen (Eds.), Digit. Make-Believe, [38] S. Dempster, A. Oliver, J. Sunderland, J. Springer, 2016: pp. 101 124. Thistlethwaite, What has Harry Potter doi:10.1007/978-3-319-29553-4_7. [28] S. Akkerman, W. Admiraal, J. Huizenga, Storification in History Educ. 47 (2016) 267 282. education: A mobile game in and about doi:10.1007/s10583-015-9267-x. medieval Amsterdam, Comput. Educ. [39] L. Hassan, J.T. Harviainen, J. Hamari, 52 (2009) 449 459. Enter Hogwarts: Lessons on how to doi:10.1016/j.compedu.2008.09.014. gamify education from the wizarding [29] T. Jantakoon, P. Wannapiroon, P. world of Harry Potter, in: Proceedings Nilsook, Virtual Immersive Learning of the 2nd International GamiFIN Environments (VILEs) Based on Digital Conference (GamiFIN2018), Pori, Storytelling to Enhance Deeper Finland, 2018: pp. 30 39. Learning for Undergraduate Students, [40] M. Harrison, Harry Potter and the shy High. Educ. Stud. 9 (2019) 144 150. college classroom student: a perceived doi:10.5539/hes.v9n1p144. sense of belonging through social [30] K. Charmaz, A. Bryant, Grounded identity and a Hogwarts House, Ph.D. theory and credibility, in: D. Silverman thesis,Pepperdine University,Malibu, (Ed.), Qual. Res. Issues Theory, Method CA, 2020. Pract., 3rd ed., SAGE, Los Angeles, [41] I. Aura, L. Hassan, J. Hamari, Teaching 2011: pp. 291 309. within a Story: Understanding [31] B.G. Glaser, A.L. Strauss, Discovery of storification of pedagogy, Int. J. Educ. Grounded Theory: Strategies for Res. 106 (2021). Qualitative Research, Aldine doi:10.1016/j.ijer.2020.101728. Transaction, New Brunswick, London, [42] T. Urdan, E. Schoenfelder, Classroom 1999. effects on student motivation: Goal [32] C.D. Jerald, School Culture: The structures, social relationships, and Hidden Curriculum, The Center for competence beliefs, J. Sch. Psychol. 44 Comprehensive School Reform and (2006) 331 349. Improvement, Washington, DC, 2006. doi:10.1016/j.jsp.2006.04.003. [33] J.W. Creswell, Educational Research: [43] R.J. Collie, J.D. Shapka, N.E. Perry, Planning, Conducting, and Evaluating School climate and social-emotional Quantitative and Qualitative, 4th ed., learning: Predicting teacher stress, job Pearson, Boston, 2011. satisfaction, and teaching efficacy, J. [34] G. McGhee, G.R. Marland, J. Atkinson, Educ. Psychol. 104 (2012) 1189 1204. Grounded theory research: literature doi:10.1037/a0029356. reviewing and reflexivity, J. Adv. Nurs. [44] M. Herron, Ethnographic Methods, 60 (2007) 334 342. doi:10.1111/j.1365- Young People, and a High School: A 2648.2007.04436.x. Recipe for Ethical Precarity, Anthropol. [35] E. Schaps, D. Solomon, The role of the Educ. Q. 50 (2019) 84 96. doi:10.1111/aeq.12278. preventing student drug use, J. Prim. Prev. 23 (2003) 299 328. doi:10.1023/A:1021393724832. [36] social behaviors as predictors of academic achievement: A longitudinal analysis, Sch. Psychol. Q. 17 (2002) 1 23. doi:10.1521/scpq.17.1.1.19902. [37] A. Lennard, Harry Potter and the quest for values: How the boy wizard can assist young people in making choices, Ph.D. thesis,Australian Catholic University,Banyo, 2007.