Apprenticeship in Massively Multiplayer Online Games

Steinkuehler, Constance; Oh, Yoonsin

doi:10.1017/cbo9781139031127.016

Cited by 140 publications

(191 citation statements)

References 14 publications

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“…Online games, such as MMOGs (Massive Multiplayer Online Games) and MMORPGs (Massive Multiplayer Online Role-Playing Games), are not games in the traditional rules-based sense, but rather "persistent social and material worlds, loosely structured by open-ended (fantasy) narratives, where players are largely free to do as they please" [12].…”

Section: A Online Gamesmentioning

confidence: 99%

“…Commercial games (such as MMOGs) and virtual worlds (such as Second Life) are considered to be complex learning systems with a full range of social and material practices [12]. However, while most educational games are based on behaviouristic models providing drilland-practice activities, commercial games, such as MMOGs, are based on their communities of players.…”

Section: A Online Gamesmentioning

confidence: 99%

“…However, despite the significant amount of educational research and the growing interest of the scientific community in MMOGs, there is a lack of empirical research considering cognitive and social aspects of these games [12,29,30,31].…”

Section: Designing Motivating Online Games: Thementioning

confidence: 99%

“…As Steinkuehler cautions [12], the focus cannot be simply on the MMOG technology or the curricular material that needs to be learned. The design of the system must include the appropriate and emergent social structures or practices that will always accompany the technology.…”

Section: Intrinsic Motivation In Games: An Extendedmentioning

confidence: 99%

See 3 more Smart Citations

Online Games for the Next Generation of Workers

Mysirlaki

Paraskeva

2010

Int. J. Adv. Corp. Learn.

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Abstract-The "Next Generation", "Net Generation", "digital natives", " millennials" o r the "Googl e g eneration", are some of the names used to de scribe the new generation entering to th e workforce, gro wing u p in a n etworked world and having a d ifferent se t of needs and e xpectations as to learning an d train ing. Th us, th ere is a n eed to fin d n ew elearning en vironments th at would en sure the learn ers' greater motivation and engagement to e-learning courses, in order to avo id high rates of d rop-out. The current research in e-lea rning is focusing it s attention in using innovative environments, s uch as MMOGs (Mas sive Mu ltiplayer Online Game s) and vir tual w orlds as tr aining tools. Thi s paper d ignifies th e n eed for creat ing collab orative educational online games, by presenting the findings of a research which revealed that the strong sense of commu nity that the players b uild i n th e game, in a p opular co mmercial called World of Warcraft (WoW), was linked with high intrinsic motivation and performanc e scores. Thus, t he abilit y to collaborate an d form commu nities in a game cou ld trigger cognitive, affective and social aspects of th e player's behavior. Th is p aper als o p resents an exp anded frame work for creating in trinsic motivation in MMOGs , p roposed by Malone and Lepper, adding the element of sense of community as a support of intrinsic motivation.

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Section: A Online Gamesmentioning

confidence: 99%

Section: A Online Gamesmentioning

confidence: 99%

Section: Designing Motivating Online Games: Thementioning

confidence: 99%

Section: Intrinsic Motivation In Games: An Extendedmentioning

confidence: 99%

See 2 more Smart Citations

Online Games for the Next Generation of Workers

Mysirlaki

Paraskeva

2010

Int. J. Adv. Corp. Learn.

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“…Recently, the potential of game-based learning for supporting collaborative learning has been increasingly discussed, especially because of the widespread use of Massively Multiplayer Online Games (see, e.g., [17]). There is some evidence that games can support team work and collaboration between learners although it is necessary to look into this in greater detail.…”

Section: Related Workmentioning

confidence: 99%

Interactive Game Based Learning: Advantages and Disadvantages

Pohl

Rester

Judmaier

2009

Lecture Notes in Computer Science

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Abstract. Interactive Game-Based Learning might be used to raise the awareness of students concerning questions of sustainability. Sustainability is a very complex topic. By interacting with a simulation game, students can get a more detailed and holistic conception of how sustainability can be achieved in everyday purchasing situations. The SuLi (Sustainable Living) game was developed to achieve this goal. In an evaluation study we found evidence that SuLi is an interesting alternative to more traditional approaches to learning. Nevertheless, there are still many open questions, as, e.g., whether one should combine simulation games with other forms of teaching and learning or how to design simulation games so that students really acquire detailed concepts of the domain.

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Video Game–Based Learning

Squire

2009

Handbook of Improving Performance in the Workplace: Volumes 1‐3

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Interactive digital media, or video games, are a powerful new medium. They offer immersive experiences in which players solve problems. Players learn more than just facts-ways of seeing and understanding problems so that they ''become'' different kinds of people. ''Serious games'' coming from business strategy, advergaming, and entertainment gaming embody these features and point to a future paradigm for e-learning. Building on interviews with leading designers of serious games, this article presents case studies of three organizations building serious games, coming from different perspectives but arriving at similar conclusions.This chapter argues that such games challenge us to rethink the role of information, tools, and aesthetics in a digital age. O ver the past decade, e-learning has been a dominant paradigm for the electronic development, management, and distribution of learning materials. But as many critics have noted, most e-learning is nothing more than online lectures or course notes, and the basic organizing metaphors of traditional classroom learning-knowledge as discrete and abstract facts, learning as ''acquisition'' of content, and therefore instruction as the organization, dissemination, and management of that content-have gone unchanged (cf.

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Apprenticeship in Massively Multiplayer Online Games

Cited by 140 publications

References 14 publications

Online Games for the Next Generation of Workers

Online Games for the Next Generation of Workers

Interactive Game Based Learning: Advantages and Disadvantages

Video Game–Based Learning

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