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Building on game design and education research, this paper introducesnarrative-focused role-playing games as a way to promote visualization literacyin young children. Visualization literacy skills are vital in understanding theworld around us and constructing meaningful visualizations, yet, how to betterdevelop these skills at an early age remains largely overlooked andunderstudied. Only recently has the visualization community started to fillthis gap, resulting in preliminary studies and development of educational toolsfor use in early education. We add to these efforts through the exploration ofgamification to support learning, and identify an opportunity to applyrole-playing game-based designs by leveraging the presence of narratives indata-related problems involving visualizations. We study the effects ofincluding narrative elements on learning through a technology probe, groundedin a set of design considerations stemming from visualization, game design, andeducation science. We create two versions of a game -- one with narrativeelements and one without -- and evaluate our instances on 33 child participantsbetween 11- to 13-years old using a between-subjects study design. Despiteparticipants requiring double the amount of time to complete their game due toadditional elements, the inclusion of such elements were found to improveengagement without sacrificing learning; our results indicate no significantdifferences in development of graph-reading skills, but significant differencesin engagement and overall enjoyment of the game. We report observations andqualitative feedback collected, and note areas for improvement and room forfuture wook.

Designing Narrative-Focused Role-Playing Games for Visualization Literacy in Young Children