ABSTRACT
Is a computer game merely a violent time-waster and mind-blower or might it offer new forms of understanding of how stories work? This chapter discusses the interpretive strategies used by a small group of young people playing Douglas Adams' sardonic narrative game, Starship Titanic . It then compares their exploration of the confusing game world of a malfunctioning spaceship to ways of approaching other kinds of fiction in print and film. Finally it looks at some implications for teachers.
