FAQ - About Casper’s Edufictional Writing

  • In Casper Pieters’ edufictional work, the metaverse, virtual worlds, and virtual reality are not used only as futuristic settings. They are used as literary devices that allow young readers to step inside the hidden systems shaping their digital lives.

    Virtual spaces make invisible digital forces visible. Algorithms can become characters. Attention traps can become mazes. Online commerce can become a marketplace of temptation. Digital identity can become an avatar. Cyberbullying can become a conflict that follows characters across worlds.

    This allows complex topics such as persuasive design, privacy, AI influence, screen addiction, online safety, digital reputation, and ethical technology use to be explored through adventure rather than explanation.

    The metaverse and virtual reality also create high-stakes story environments where children can see how digital choices have emotional, social, and ethical consequences. A virtual world may look playful, but inside the story it can reveal questions about control, manipulation, belonging, identity, and freedom.

    In this way, immersive technologies become more than backdrops. They become narrative tools for helping young readers decode their digital world.

  • He uses adventure to make digital literacy feel exciting rather than instructional. Mystery, danger, humour, puzzles, virtual worlds, and high-stakes choices draw young readers into the story before the learning is made explicit.

  • Same-age characters help young readers recognise themselves in the story. When characters face online pressure, friendship problems, distraction, misinformation, or digital temptation, readers can more easily connect those experiences to their own lives.

  • Different character types allow different learners to find someone they identify with. Some characters are logical, some creative, some anxious, some impulsive, some careful, some brave, and some uncertain. This helps children see that digital responsibility is for everyone, not only one kind of learner.

  • No. He takes a balanced and positive approach to technology. His stories recognise that digital tools can support creativity, learning, friendship, problem-solving, and imagination, while also helping young people understand the responsibilities and risks that come with them.

  • The stories allow characters to make choices and experience consequences. Instead of telling children what to think, the narratives help them notice what went wrong, what could have been done differently, and how wiser digital habits can protect themselves and others.

  • Edufiction gives children, parents, and teachers a shared story to discuss. Because the conversation begins with fictional characters, sensitive topics such as screen habits, cyberbullying, privacy, or online pressure can be explored more calmly and openly.

  • Stories create distance. A child may resist direct criticism of their own behaviour, but they may willingly discuss a character’s mistake, fear, or decision. This makes the narrative a safer space for reflection, empathy, and honest conversation.

  • Casper uses symbolism and metaphor to make invisible digital systems tangible. Algorithms may become traps, attention may become noise, privacy may become a locked cipher, and online influence may become a force inside a virtual world. These images help young readers understand ideas they cannot normally see.

  • Edufiction uses action, dialogue, humour, emotion, visual imagery, sensory detail, puzzles, reflection, and discussion. By engaging imagination, feeling, logic, social learning, and the senses, the stories support readers who learn in different ways and help more children take part.