Heterogeneous knowledge distribution in MMO player behavior: Using domain knowledge to distinguish membership in a community of practice

Lakhmani, Shan; Oppold, Paul; Rupp, Michael A.; Szalma, James L.; Hancock, Peter A.

doi:10.1016/j.chb.2015.09.032

Cited by 5 publications

(2 citation statements)

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“…As one example, player VG e xperience may in fact be a greater confound in VG research than in other domains. Specifically, task-specific knowledge and skills are rarely shown to transfer between tasks (Gobet, Jonston, Ferrufino, Jones, Johnston, Molyneux, Terzis, & Weden, 2014;Thorndike & Woodworth, 1901), but general VG expertise has been applicable across various game platforms to improve novel gameplay (Green et al, 2009;Lakhmani, Oppold, Rupp, Szalma, & Hancock, 2016;Schrader & McCreery, 2008;Phillips, Klein, Sieck, 2004). Nonetheless, the field has yet to focus on the kind of deeper knowledge associated with VG experience.…”

Section: Introductionmentioning

confidence: 99%

“…Second, because of their derivative nature, many VGs rely on common sets of psychomotor skills. Research suggests that expert VG players may be able to successfully adapt to novel game play by transferring these forms of expertise derived from common game designs and mechanics (McGloin, 2016;McGloin, Wasserman, & Boyan, 2018;Klein, Moon, & Hoffman, Weick, Sutcliff, & Obstfeld, 2005;Lakhmani, Oppold, Rupp, Szalma, & Hancock, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Knowledge and Experience in Video Game Play: Understanding Individual Differences and Mental Model Transfer Across Game Genres

2020

Proceedings of the Human Factors and Ergonomics Society Annual

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Research suggests that a variety of factors can alter video game play-from usability to aesthetics to expertise. An important developing area for human factors research is understanding how individual differences may influence interactions with video games, but the field lacks adequate methods for evaluating and classifying differences. This paper provides a notional framework for characterizing one critical individual difference in video game play, that of knowledge differences arising from player experience. This framework attends to common video game genres and mechanics and is illustrated using two distinct video games: Minecraft and Ark. The purpose is to highlight the sorts of knowledge making up player mental models and show how to identify the form of transferable individual differences that can be measured and improve research on video game development and use.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Knowledge and Experience in Video Game Play: Understanding Individual Differences and Mental Model Transfer Across Game Genres

2020

Proceedings of the Human Factors and Ergonomics Society Annual

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Assessing the impact of online collaborative problem solving on a calculus class for first‐year engineering students: A communities of practice lens

Díaz,

Luengo‐Aravena,

Barahona

et al. 2024

J of Engineering Edu

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BackgroundWe examine the efficacy of an online collaborative problem‐solving (CPS) teaching approach in academic performance and student connections with other peers, among first‐year engineering calculus students at a Latin American university. Our research uses communities of practice (CoP) to emphasize the social nature of learning and the importance of participation and interaction within a community.MethodsThe work applies a quasi‐experimental design and social network analysis (SNA). A total of 202 engineering students were instructed using CPS methodology (experimental group), while 380 students received traditional online teaching methods (control group) during one semester in the first calculus class for engineers.ResultsResults show no significant difference in the grades obtained between the experimental and control groups. However, students exposed to CPS reported a statistically significant higher passing rate, as well as larger and more significant academic and social connections. Additionally, SNA results suggest that CPS facilitated stronger peer connections and promoted a more equitable distribution of participation among students, particularly women, compared to students taught under traditional online teaching methods.ConclusionsThe study underscores the importance of fostering collaborative learning environments and highlights CPS as a strategy to enhance student performance and network formation. Findings suggest that CPS can improve academic outcomes and promote more equitable learning practices, potentially reducing dropout rates among women engineering students. These findings contribute to the ongoing efforts to address systematic biases and enhance learning experiences in engineering education.

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Examining player estimates of prior video gaming experience: comparing single-item and multiple-item measures

McCreery,

Head,

Leif

et al. 2024

Multimed Tools Appl

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Heterogeneous knowledge distribution in MMO player behavior: Using domain knowledge to distinguish membership in a community of practice

Cited by 5 publications

References 63 publications

Knowledge and Experience in Video Game Play: Understanding Individual Differences and Mental Model Transfer Across Game Genres

Knowledge and Experience in Video Game Play: Understanding Individual Differences and Mental Model Transfer Across Game Genres

Assessing the impact of online collaborative problem solving on a calculus class for first‐year engineering students: A communities of practice lens

Examining player estimates of prior video gaming experience: comparing single-item and multiple-item measures

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