Utilizing massively multiplayer online games to foster collaboration and learning

Abstract

Successful integration of traditional learning objectives with elements of entertainment becomes the goal for the design and application of video games used for educational purposes. Oftentimes assumptions are made that students who are not gamers can play video games and reap the pedagogical benefits of gameplay without experiencing a learning curve relative to understanding game objectives. We argue that inexperienced players encounter two different trajectories of learning: the cognitive process associated with understanding how to play the game and the cognitive processes embedded in gameplay activities that correspond to domain specific learning goals. These dissimilar trajectories of learning create competing goals for the player who portrays dual roles of student and novice gamer. We examine this dilemma in the context of second language students who play a Massively Multiplayer Online Role Playing Games for the purpose of improving their English proficiency skills. We utilize statistical analysis to evaluate English as Second Language (ESL) students' ability to acquire second language vocabulary. Results indicate positive learning outcomes for vocabulary acquisition of ESL students who participate in collaborative gameplay with Native English Speakers, emphasizing the role of social interactions in second language acquisition. However, visual analysis of game logs measures the learning trajectory associated with completing game tasks and reveals that ESL students who play EQ2 independently achieve increasing levels of virtual character progression in less time than their peers.