Post-narrative fictional worlds

This paper explores the phenomenon of computer games, deemed a crucial issue both in the theory of literature and in the theory of teaching. The question is whether training reading awareness at school can keep pace with PC games, or whether it is more commendable for the future to include the cultivation of "multimedia (post)narrative communication" in literary education. PC games are perfectly fitted for displaying fictional worlds through interactive virtual reality, and it is this aspect, rigidly adhered to in fostering literature and readership,that gives the man important advantage. PC games can accommodate any wide concept of narrativeness, "narratibility" and intuitive "narrative competence". PC games' superiority over books in producing the flow effect is unquestionable. One's ability "to identify themselves with the hero" does not bear comparison with radical interactivity and (co)creating(one's own) character. The act of setting a high standard of a book is not comparable to the assignability of PC games, with several competence levels and other variables, variant "scenarios" and "campaigns". Time is coming which will bring "post-novel" or "post-narrative" or "post-literary" communication, radicalised interactivity, a high number of generatable text variants and stronger fow effects.