Using massively multiplayer online role playing games (MMORPGs) to support second language learning: Action research in the real and virtual world

Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also for education. The aim of this research project is to investigate the use of commercial MMORPGs to support second language teaching. MMORPGs offer a digital safe space in which students can communicate by using their target language with global players. This qualitative research based on ethnography and action research investigates the students’ experiences of language learning and performing while they play in the MMORPGs. Research was conducted in both the real and virtual worlds. In the real world the researcher observes the interaction with the MMORPGs by the students through actual discussion, and screen video captures while they are playing. In the virtual world, the researcher takes on the role of a character in the MMORPG enabling the researcher to get an inside point of view of the students and their own MMORPG characters. This latter approach also uses action research to allow the researcher to provide anonymous/private support to the students including in-game instruction, confidence building, and some support of language issues in a safe and friendly way. Using action research with MMORPGs in the real world facilitates a number of opportunities for learning and teaching including opportunities to practice language and individual and group experiences of communicating with other native/ second language speakers for the students. The researcher can also develop tutorial exercises and discussion for teaching plans based on the students’ experiences with the MMORPGs. The results from this research study demonstrate that MMORPGs offer a safe, fun, informal and effective learning space for supporting language teaching. Furthermore the use of MMORPGs help the students’ confidence in using their second language and provide additional benefits such as a better understanding of the culture and use of language in different contexts

Exploring the Effects of Dynamic Avatar on Performance and Engagement in Educational Games

Avatar research has almost exclusively explored avatars that remain the same regardless of context. However, there may be advantages to avatars that change during use. A plethora of work has shown that avatars personalized in one’s likeness increases identification, while object-like avatars increase detachment. We posit that in certain situations within a game it may be more advantageous to have increased identification, while in other situations increased detachment. We present a study on dynamic avatars, or avatars that change types based on game context. In particular, we investigate what we term the successful likeness avatar. The successful likeness is an avatar that is only a likeness when the player is in a win state and at all other times an object. Our goal is to determine if this type of avatar can foster an increase in user performance and engagement. Our experiment (N=997) compares four avatars: 1) Shape, 2) Likeness, 3) Likeness to Shape, and 4) Shape to Likeness (successful likeness). We found that players using a successful likeness avatar had significantly better performance (levels completed) than all other conditions. Players using a successful likeness avatar had significantly higher play time (minutes played) than all other conditions. We propose a theoretical model in which identification facilitates vicarious outcomes and in which detachment facilitates outcome dissociation. As performance and engagement are correlated to learning (Harteveld, 2015), successful likeness avatars may be crucial in educational games.National Science Foundation (U.S.) (STEM+C Grant 1542970)Natural Sciences and Engineering Research Council of Canada (Fellowship

Eliciting Behavior From Interactive Narratives: Isolating the Role of Agency in Connecting With and Modeling Characters

A key component differentiating interactive storytelling from non-interactive media is agency, or control over character choices. A series of experiments show that providing agency over a character increased the user-character connection, which then increased engagement in a character-consistent charitable act. Findings were observed in technologically simple online narratives that controlled for navigation/controller differences, graphics, sounds, lengthy play, and avatar customization. Effects emerged even though users did not practice these acts by making their character behave charitably. Findings were robust across happy and unfortunate endings and across first-, second-, and third-person narrative perspectives. Findings suggest promise for developing inexpensive ‘‘storygames’’ to encourage supportive behaviors

Using Virtual Worlds to Identify Multidimensional Student Engagement in High School Foreign Language Learning Classrooms

Virtual world environments have evolved from object-oriented, text-based online games to complex three-dimensional immersive social spaces where the lines between reality and computer-generated begin to blur. Educators use virtual worlds to create engaging three-dimensional learning spaces for students, but the impact of virtual worlds in comparison to the traditional face-to-face counterpart has been uncertain in terms of multidimensional student engagement. Research has a need to determine the impact of virtual worlds on student engagement in comparison to the traditional face-to-face environment. The study examined the effects of virtual world and face-to-face learning environments on high school foreign language students\u27 emotional, cognitive, and behavioral engagement, as well as combined engagement. A two-way MANOVA was used to determine the effect of traditional face-to-face and virtual world learning environments on combined student engagement. A 2 x 2 analysis of covariance was used to determine the effect of traditional face-to-face and virtual world learning environments on emotional student engagement. A 2 x 2 analysis of covariance was also used to determine the effect of traditional face-to-face and virtual world learning environments on cognitive student engagement. A t-test was used to determine the effect of traditional face-to-face and virtual world learning environments on behavioral engagement. The study did not find evidence of overall, cognitive, emotional, or behavioral engagement difference between the two learning environments. The findings indicate the virtual world environment is similar to the traditional face-to-face environment in terms of student engagement. School administrators and teachers can benefit from this research when determining effective means of creating highly engaging learning environments for students. Virtual worlds can be a medium for engaging learning opportunities for students in face-to-face and virtual schools. Additional research in this area is recommended to determine the impact of virtual worlds with different student populations and subject areas

Formative Research on an Instructional Design Theory for Fostering Self-Efficacy Through Gamification

The merits of gamification as a learner-centered pedagogy that positively influences learner engagement and motivation are widely established in the literature; yet, few studies have ventured beyond motivation to consider the impact gamification has on self-efficacy. Moreover, guidance for the effective design and development of gamified instruction is lacking. This study describes formative research conducted on the Gamification for Enhancing Learner Self-Efficacy (GELSE) instructional design theory, which was developed to guide the design of gamification aimed at fostering self-efficacy. The goal of formative research is to identify improvements for an instructional design theory based on a designed instance of the theory. The GELSE theory was applied to an undergraduate community health nursing course in a fully online, accelerated degree program. The theory was evaluated by answering the following questions: 1) What methods of the GELSE instructional design theory were perceived to be more effective?, 2) What methods of the GELSE instructional design theory were perceived to be less effective?, and 3) What improvements can be made to the GELSE instructional design theory?. Data was collected in this qualitative study through open-ended questionnaires, focus group interviews, semi-structured one-on-one interviews, and observations of online learner activities and social interactions. The results show that the GELSE instructional design theory is effectual for guiding the design of gamified instruction intended to foster learner self-efficacy. Additionally, the findings from the research yielded a number of recommendations for improving the GELSE theory

User perception of gaming element effectiveness in a corporate learning application

This Conversion Masters in Information Technology thesis gathered users' perceptions about eight gaming elements to determine their effectiveness on aspects of playability, enjoyment and intrinsic motivation needed in a gamified corporate learning application. The study focused on user opinions about a Progress Bar, Individual Leaderboard, Departmental Leaderboard, Timer, In-Game Currency, Badges, Storyline/Theme and Avatar. A gamification application containing these gaming elements was designed and developed to make the evaluation. The application entailed users learning four Information Technology Infrastructure Library (ITIL) processes needed to manage an information technology department in a telecommunications company. The application design process considered the business goals, rules, target behaviours, time limits, rewards, feedback, levels, storytelling, interest, aesthetics, replay or do-overs, user types, activity cycles, fun mechanisms and development tools needed to create a coherent, addictive, engaging and fun user experience. Player types were determined using the Brainhex online survey. Federoff's Game Playability Heuristics model was used to measure the users' perceptions about the playability of the application. Sweetser and Wyeth's Gameflow model was used to measure perceptions about the gaming elements' contribution toward creating an enjoyable experience. Malone and Lepper's Taxonomy of Intrinsic Motivation for Learning was used to measure the gaming elements' ability to promote an intrinsically motivating learning environment. Masterminds, Achievers, Conquerors and Seekers were the most prominent player types found in the Brainhex online survey for which the gamification application design then catered. The staff in the department play-tested the application to evaluate the gaming elements. Overall the Storyline/Theme, suited to Seekers and Masterminds, ranked as the most effective gaming element in this study. The users perceived artwork as an essential component of a gamified learning application. The Individual Leaderboard, suited to Conquerors, ranked very closely as the second most effective gaming element. The Storyline/Theme and Individual Leaderboard both performed the strongest against the criteria measuring the playability. The Storyline/Theme was by far the strongest from a gameflow perspective and the Individual Leaderboard from a motivation perspective. The Avatars ranked the worst across all the measurement criteria. Based on quiz results, 86 percent of the staff in the department had learned the material from the gamified training prototype developed in this work. The findings from this study will therefore serve as input for developing a full-scale gamification learning application