Final Project

For my final project, I decided to revisit my New Hive. My original New Hive was a representation of five of the things I am most passionate about in my life – it included sports, music, television and film, nature, and literature. Originally I was going to rework this original concept, tidy my existing project up and perhaps change some of the imagery I used. However, I figured since I had already made a New Hive about my passions, it would be interesting to make one for the exact opposite – my biggest fear.

As an international affairs student, my eyes are opened to a lot of the going ons in the world and their impact on my personal life. Additionally, I enjoy history, which if it teaches anything teaches you that human nature is cyclical and our race tends to repeat its mistakes. That’s why some of the recent developments in Western politics have been so troubling. There is a rise of a sort of crude nationalism that comes in the form of red hats with catchy patriotic slogans, cries to “Build the Wall”, and votes to separate the UK from the European Union. While this may seem harmful enough, it constructs an identity of ‘us’ vs ‘them’ in regards to politics and humanity. Nationalism was the leading cause in the First World War ¬†and then again in the rise of fascism. Therefore I used the imagery of a road, alongside it a sign to Build the Wall and imagery of Brexit. Ahead of the road are the fascist armies marching in their typical goose step style – this image should be behind us, disappearing into the past, but instead it is ahead of us on this road of fear, intolerance, and nationalism.

In addition to the imagery of wartime ahead of us on the road we’re currently taking I included a quote about fascism from Sinclair Lewis. He nails a concept that has been especially troubling to me – while it’s easy to use hindsight to point to Nazism as bad, it’s very easy to see how a poor German citizen destroyed by the terrible economy would be allured to it. It doesn’t start with the Final Solution but rather a Germany First sticker in a storefront. That is why it is so troubling to see some of the political movements springing up in the Western world. While none of them can be classified as fascism quite yet, they spring from the same source, and play on the same fears.

Finally, the song I used was a song by Radiohead called ‘2+2=5’, which was written in 2003 about the Bush administration and its dishonesty leading to events such as the Iraq War. Many of its themes are relevant to political life today, especially concerning the disinformation put forth by the current administration, oftentimes as brazenly deceiving as trying to say 2+2=5. Additional imagery includes the use of a polluted city in the background, since if we don’t destroy ourselves with warfare and intolerance, we’re already destroying the planet we depend on.

Grace (Twine)

For my final project I expanded on my twine story an allegory about a girl who is abused by her father. I was worried about being either too vague or too explicit in writing this story. I added an intro and sound effects for this version instead of finishing the narrative. I figured that it was more important to have something that feels right and shorter than to have an unfinished longer piece. I didn’t get to include many of the aspects of the story that I would have liked to, including my favorite character, Grace’s pet rat, Satchmo, who sits in his cage and whistles jazz through his teeth. The importance of the caterpillar and the sequestered toxins also didn’t come to fruition, the significance of that was that Grace uses the air that builds in her from these injections at the end of the story to escape her father. If I could do this project over, I would use Twine1 instead of twine 2 because the images that I tried to import keep glitching and not showing up. I added a random event in the beginning, the coin may land on heads or tails, and I would like that to have an impact on the last frame of the story. Overall I am happy with this project, but I still hope to give it a little more time and release a fully fleshed out version of it. Thanks for checking it out ūüôā

Final Project

Hey everyone,

So, here’s my final project. I decided to expand on the Twine project I submitted. The Twine Project was a simplistic game designed to help the player experience the difficulties and frustrations that people trying to cross the border experience. It also aimed to showcase the Transborder Immigrant Tool that we learned about in class. I also drew inspiration from¬†Eugenio Tisselli‚Äôs ‚ÄúThe Gate‚ÄĚ game.

In this new version, I added some passages that, at first glance, seem to provide the player with immigration paths other than crossing the border on their own. In the end, however, these “other” paths are fruitless and the player is forced to try and cross the border on their own with only the Transborder Immigrant Tool as extra guidance. I think that adding these different paths was essential in making my game more “realistic” and “impactful.” Hopefully, seeing the difficulties that people trying to get into the USA face will help the players think about the complexities of illegal immigration issues.

I also chose to end the game in an ambiguous way so that the player is unsure if they made it through the borderlands alive. In this way, I think I really expanded on my inspiration from¬†Eugenio Tisselli‚Äôs ‚ÄúThe Gate‚ÄĚ game. The fruitlessness and lack of “winning” or even “succeeding” are concepts that Tisselli plays within his game to elicit¬†frustrated reactions from the players. Like Tisselli, I hope that this frustration opens the window for players’ reflections. I hope they ask questions like why does this game exist? What is trying to cross the border really like? Who are the people that are trying to do so, and how are the systems that are in place playing a role in their choice to undertake such a dangerous journey?

Thanks for such an awesome semester, and congratulations to all those who are graduating! ūüôā

Final Project: Twine Con’t

Extended Twine map:

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I know this looks like a bit of a mess, but if you look at the bottom of the image, you will see a second story line. My task for this final project was to extend the work I had done for our forth project on Twine. I had already transcribed the story The Green Ribbon by Alvin Shwartz, and added images and gifs to help document the story. For the final, I decided to create my own, separate story line. On the first passage, I linked the word “green” on that passage to the second story line, where the plot line I created follows a shorter amount of time – just during Jenny’s school days. Of course, I continued the pictures and gifs routine with this story line as well.

You can check out the newest version of the Twine project here:

I really enjoyed working on the Twine platform, so it was a no-brainer to me to continue working on it. This project has allowed me to tap into the creative side of my brain during finals, which has been quite refreshing. I’ve enjoyed the projects we worked on this semester thoroughly, and I’m glad that I was able to sum up my time here at NEU with a project such as this.

Final Project- Deeper Conscience–conscience/play

My final project is a deeper delve into my twine project that looks at certain topics that are more than just the day to day thoughts. It shares and keeps private. I shared some anecdotes and opinions as well as small snippets of my life.

The theme of continual looping and confusion are reminiscent of the thought cycle and circular nature of worries and preoccupation. I wanted the user to get lost, confused, re-visit, and frustrated with the navigation of the “mind twine”.

Thank you for a great semester! I loved both the meaningful readings as well as the practical hands-on application of knowledge and experimentation!


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Final Project: How Can We Ban Nukes?

For my final project, I decided to expand on my Twine project to create a second part that explains why we, the world, should ban nuclear weapons, and shares the best way to go about it. I included the first part so that new site visitors can learn about nuclear weapons before learning how we can ban them. I really enjoyed playing around with the colors, font effects, videos, and images. To switch things up a bit and make my project more interactive with the audience, I incorporated a multiple choice question where the viewers have to guess which group of states have not signed the Nuclear Nonproliferation Treaty, and if/when they guess the correct answer, they can continue on to the next page. I also included images and videos from well-known humanitarian organizations such as the International Committee of the Red Cross (ICRC) and the International Campaign to Abolish Nuclear Weapons.

I used Twine as a platform to tactically display the importance and urgency of the need to ban nuclear weapons. I had a message that I wanted to share, and Twine was a great tool in helping me create a story-like method to advocate for the ban of nuclear weapons. After finishing my project, I thought about how my work would become obsolete and disappear one day. But I know that like everything else, now is the time to create action, and it’s those actions that we make now that will impact what happens in the future.

Different Paths, Same Destination: an existential journey with Spongebob Squarepants

For my final project, I tidied up my Twine project!¬†As I mentioned in my first post, for the second half of my project I was inspired one of my favorite books from high school called Grendel. In this iteration of the Twine story, I did not add more paths, rather I ‚Äúbeefed‚ÄĚ them up by incorporating philosophical theories to follow the plot. Links throughout bring you to wikipedia pages for different types of philosophy. For example, the last slide represents Nihilism. The player does not know this, but though there are choices to click on throughout the story, the result is always the same, you ‚Äúdie‚ÄĚ. This represents the ‚Äúeverything is futile‚ÄĚ nature of the ideology. Ultimately there is no right or wrong path, you end up in the same place at the same time. A type of morbid comfort. Some of the philosophies don‚Äôt align perfectly, but I made sure that the most basic principles of each philosophy would make sense alongside the story. Lastly, I wanted to juxtapose the semi-serious nature of the philosophy in story with the absolute silliness of the Spongebob GIFs. I liked playing with the tension between juvenile and more mature topics. I’d be interested to tell my mom that one of my final projects focused on one of the cartoons she didn’t like me to watch as a kid.

In closing, I am glad that I got to upgrade this project, because I was able to narrow in on a theme, for the GIFs and the stages, and present a more cohesive story about what post grads might feel after leaving the familiarity of the school system.

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  • Gabrielle Chapman


The Transborder Immigrant Tool: A Border Experiment on Twinery

I initially struggled with the Twine assignment, in part because I was simply overwhelmed with end-of-the-semester responsibilities, but also because I came up with the “shape” that I wanted my Twine to create before I came up with an idea. I was so focused on wanting the connections between my passages to be complex that I couldn’t step outside of that to come up with an equally complex idea. Needless to say, my idea didn’t come to me until I relinquished the arbitrary hold I had on this specific “shape” for my Twine.

Eventually, I knew that, for my this project, I wanted to try and mimic a border experience as a game for users. I was thinking along the lines of¬†Eugenio Tisselli’s “The Gate” game, though obviously far less sophisticated. I don’t think a lot of people think about the dangers border crossers are faced with as they attempt to make it safely into the USA. In this game, I try to insert failures, dangers, and open-ended-ness to spark the player’s frustration and thus spark their reflection on what a real attempt to cross the USA-Mexico border would be like. I also like that my game forces people to put themselves (virtually) in this population’s shoes. Right now especially, the rhetoric surrounding border crossers is extremely negative, hostile, and othering in a way that can dehumanize them. I hope that my game can help players view and understand border crossers as people.

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My game definitely has a long way to go before it could remotely achieve these lofty goals. This version has some extra cards added to show where I am hoping to go with the game in my final project (and to show that I am taking some of these elements into consideration as I build the game), but I think that, to truly have the impact I’m envisioning, I would have to have a lot more coding knowledge and probably use a different platform.




I bit off more than I could chew for this project. I wrote a five page story and then figured I could just convert it to a text game easily. It has proven more difficult than I initially imagined, specifically with the sound design. I have tried to implement sound and foley that goes along with the pieces of the story one is engaging with, however I cannot get the same sound file to span multiple ‘slides.’ What I believe I am going to have to do is edit a sound file and import it to run long-form against the text. It will be less precise, but it seems the only way around the problem. I have illustrations as well that need be imported and the story is still not fully imported. This is a very interesting project and I am very excited to finish it the way it should be done.

Blogpost 2: Twine and the freedom within constraints

The Twine assignment was perhaps my favorite assignment alongside the New Hive assignment, and the reason for this was the freedom you were given within the constraints of the platform. A Twine game is inherently different from other, more ‘traditional’ video games. There’s no room for animation, or for music or spoken dialogue, or for interaction outside of the selection of certain choices. Twine functions as a text based game, which acts as a meeting point between literature and video game. It is the synthesis of these supposedly incongruent types of media that allows Twine to carve out a unique space within the media landscape.

I grew up playing video games, and my perception of a game has been influenced by the types of games I’ve played. I’ve played quite a few, so I have an open mind as to what constitutes a game. There are strategy games, role playing games, first person shooters, story based games, social based games, et cetera. However, a unique thread throughout these forms of games is in its presentation: there is some visual presentation¬†outside of simple text, there is some form of audio, and there is a level of interactivity outside of simply clicking a button. Twine has none of these things, it is a text based platform with no audio cues, and the only level of interactivity is clicking buttons.

However, those constraints allow for a certain type of freedom in the game. “You’ll probably never see a big-budget, mainstream game designed to speak primarily to young people contemplating suicide, or to people struggling with drug addiction. But Twine games can be about and for any group of people, however big or small. And of course, Twine games can also be about fighting interstellar wars, surviving on dinosaur-infested islands, and pulling off missions as a superspy. There are no limits” (Petit). Twine’s weakness is its strength, its text based nature allows an unlimited creativity just as literature allows for unlimited creativity. While a traditional video game – even one which places heavy emphasis on story – is game first, narrative second, Twine is the opposite. It allows the creation of a story which the reader does not merely observe, but can actively participate in.

Twine may not provide flashy visuals, a stunning score, or an addicting gameplay, but what it does provide even without all those things is an infinite creativity and the use of literary elements to construct interactive stories. In that regard, perhaps some may not consider Twine games to be games – however, I do, and I value them greatly.

Petit, Carolyn. “Power to the People: The Text Adventures of Twine.” GameSpot. CBS ¬† ¬† ¬† ¬† ¬† ¬† ¬† ¬† ¬† ¬† Interactive, 21 Jan. 2013. Web. 10 Apr. 2017.

Final Project: Northeastern Brochure Update




For my final project, I decided to add more to my Twine piece.¬† I felt that my New Hive collage, though my favorite of the four projects, was complete and needed no more work.¬† Out of my remaining projects, I thought Twine would be the best to add to.¬† I added new pages to what I have been calling my ‚ÄúInteractive College Brochure.‚Ä̬† I included pieces on dining, housing, and service opportunities.¬† I specifically wanted to highlight service as it has been a core thread of my college experience, and I wanted to share that with my imaginary audience of potential incoming freshmen.¬† I also added more links throughout back to the home page, as I realized this would make it more user friendly.

Adding new pages to this project was relatively easy, once I remembered how to link pictures into it.  After I had originally turned in this assignment, I found myself thinking about other pages I could add to improve it.  I liked the storyboard aspect of the creative process, and these factors made it easy to choose as my final project.  I feel that after adding these pages it paints a pretty holistic picture of Northeastern University, and highlights questions that are on the minds of incoming students.  Perhaps colleges and universities will use tools like Twine, or other technologies like Prezi, in the future to appeal to the upcoming generation of potential students.  Adding an interactive aspect to learning about a school could draw more viewers, and speak to a technologically-savvy audience.