A cross-genre study of online gaming: player demographics, motivation for play, and social interactions among players

One key limitation with the contemporary online gaming research literature is that much of the published research has tended to examine only one genre of games (i.e., Massively Multiplayer Online Role Playing Games). Three relatively little studied online games are First Person Shooter (FPS) Games, Role Play Games (RPG) and Real Time Strategy (RTS) Games. Therefore, the current study aimed to examine player behaviour and characteristics in these three different online gaming genres. More specifically, the study examined the differences between the three different game genres in terms of: (i) the demographic profile, (ii) the social interactions of players including the number and quality of friends, and how gaming related to real life friendship, and (iii) motivations to play games. The sample comprised 353 self-selected players (156 who played FPS, 119 who played RPG and 78 who played RTS). The RPG genre had the highest percentage of female players. The number of hours played per week varied significantly between the genres. RPG players played significantly longer hours than FPS or RTS players. In relation to playing motivation, achievement levels were highest for the FPS genre with RPG genre having the lowest achievement levels RPG players had the highest immersion levels. RTS players were significantly less likely to report having made friends than players of the other two genres

Learning by volunteer computing, thinking and gaming: What and how are volunteers learning by participating in Virtual Citizen Science?

Citizen Science (CS) refers to a form of research collaboration that engages volunteers without formal scientific training in contributing to empirical scientific projects. Virtual Citizen Science (VCS) projects engage participants in online tasks. VCS has demonstrated its usefulness for research, however little is known about its learning potential for volunteers. This paper reports on research exploring the learning outcomes and processes in VCS. In order to identify different kinds of learning, 32 exploratory interviews of volunteers were conducted in three different VCS projects. We found six main learning outcomes related to different participants' activities in the project. Volunteers learn on four dimensions that are directly related to the scope of the VCS project: they learn at the task/game level, acquire pattern recognition skills, on-topic content knowledge, and improve their scientific literacy. Thanks to indirect opportunities of VCS projects, volunteers learn on two additional dimensions: off topic knowledge and skills, and personal development. Activities through which volunteers learn can be categorized in two levels: at a micro (task/game) level that is direct participation to the task, and at a macro level, i.e. use of project documentation, personal research on the Internet, and practicing specific roles in project communities. Both types are influenced by interactions with others in chat or forums. Most learning happens to be informal, unstructured and social. Volunteers do not only learn from others by interacting with scientists and their peers, but also by working for others: they gain knowledge, new status and skills by acting as active participants, moderators, editors, translators, community managers, etc. in a project community. This research highlights these informal and social aspects in adult learning and science education and also stresses the importance for learning through the indirect opportunities provided by the project: the main one being the opportunity to participate and progress in a project community, according to one's tastes and skills

Massively multiplayer online roleplay games for learning

This chapter explores whether massively multiplayer online role-play games (MMORPGs) can be usedeffectively to support learning and training communities. The chapter aims to propose that cross-disciplinaryapproaches to the study of game-based learning are needed to support better synthesis ofour current understanding of the effectiveness of learning with games. The chapter therefore includesa brief literature review of online gaming research to date, taken from psychological and educationalresearch perspectives. The chapter explores the main types of online games and highlights the mainthemes of research undertaken through a consideration of the use of online gaming in current learningand training contexts where online gaming is being used to support experiential and discovery learningapproaches. This chapter indicates future directions for cross-disciplinary research approaches in thisfield and considers how collaborative learning could best be supported through this approach

Designing multiplayer games to facilitate emergent social behaviours online

This paper discusses an exploratory case study of the design of games that facilitate spontaneous social interaction and group behaviours among distributed individuals, based largely on symbolic presence 'state' changes. We present the principles guiding the design of our game environment: presence as a symbolic phenomenon, the importance of good visualization and the potential for spontaneous self-organization among groups of people. Our game environment, comprising a family of multiplayer 'bumper-car' style games, is described, followed by a discussion of lessons learned from observing users of the environment. Finally, we reconsider and extend our design principles in light of our observations

Moving between virtual and real worlds: second language learning through massively multiplayer online role playing games (MMORPGs)

Massively Multiplayer Online Role Playing Games (MMORPGs) bring players together in a large virtual community. This type of online gaming can serve many purposes such as entertainment, social interaction, information exchange and education and is now an integral part of many people's lives particularly the younger generation. This research study investigates the use of openly available MMORPGs to supplement second language teaching for higher education students. MMORPGs provide informal virtual worlds in which students can communicate in their second language with people from across the globe. The research approach combines ethnography and action research in the virtual and real worlds. In the real world the researcher observes the interaction with the MMORPGs by the students both through their informal discussion in the classroom and through screen video captures of their game play in the MMORPG. In addition the researcher takes on the role of a character within the MMORPG allowing for observation inside the virtual world from the viewpoint of another game character. Through action research, the researcher observes, plans and then interacts with the students' MMORPG characters within the game. This enables the researcher to provide anonymous but tailored support to the students including advice on the game play, a confidence boost where needed, a friendly face where needed and some support around language issues. In the real world, action research is also used to provide tutorial exercises and discussions based on the students' experiences with the MMORPG, facilitating further enhancement opportunities for their language development. This paper concludes that MMORPGs provide a safe, relaxed and engaging environment in which students can practice and improve their language skills

Avatar Kinect: Drama in the Virtual Classroom among L2 Learners of English

This study presents a qualitative approach to exploring classroom behaviour using dramaturgical analysis of student interactions in relation with, and as mediated through, a gesture-based gaming software among L2 learners of English at two international branch campuses in the Arabian Gulf where face-to-face interactions between unrelated members of the opposite sex are generally discouraged. We investigated whether Avatar Kinect might provide a safe way for young males and females to interact while discussing social issues in a composition course. Data were collected through personal observation and survey. Five key themes emerged from the study. First, some participants chose to perform at front stage and others chose to remain back stage. Second, front stage participants chose avatars with gender and skin colour similar to themselves. Third, all participants appeared to be engaged in the interactive role play processes and with one another. Fourth, front stage actors appeared to act without inhibition. Finally, all participants expressed frustration with technology shortcomings