Massively Multiplayer Online Role-Playing Games: A Potential Model of CSCL@Work

King, Elizabeth M.

doi:10.1007/978-1-4614-1740-8_10

Cited by 4 publications

(8 citation statements)

References 15 publications

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“…This is similar to research with MMO games (Martin & Steinkuehler 2010) and shows that information is sought, and knowledge is often built in collaboration also in non-MMO-games. However, previous studies (e.g., King 2013;Martin & Steinkuehler 2010;Steinkuehler & Duncan 2008) often highlight the importance of online gaming communities in seeking and constructing information. The results of this study show that adolescents' digital game-related information-seeking often takes place in face-to-face situations.…”

Section: Discussionmentioning

confidence: 99%

“…There is a great deal of information related to digital games available on the Internet, and many games, especially MMO games, also require players to seek, interpret, and organize large amounts of information (King 2013). Players seek information to better understand the game mechanics and to ease progress in the game (Harviainen et al 2012).…”

Section: Previous Researchmentioning

confidence: 99%

“…Digital game-related information is sought from a multitude of sources on the Internet and from friends (King 2013;Pellicone & Ahn 2018). Information is sought from official sources such as game manuals, but often players prefer to use unofficial information sources (Adams 2009;Sköld et al 2015).…”

Section: Previous Researchmentioning

confidence: 99%

“…Popular sources of information include various online resources such as tutorials, walkthroughs, game-related forums, and wikis (Harviainen et al 2012;Sköld 2017). In multiplayer games, information is often sought in cooperation with other players and knowledge building is a conversational and collective effort (King 2013;Martin & Steinkuehler 2010;Steinkuehler & Duncan 2008). The information found is often discussed further in game forums (Steinkuehler & Duncan 2008).…”

Section: Previous Researchmentioning

confidence: 99%

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Adolescents’ Digital Game-Related Information-Seeking

Kahila¹,

Tedre²,

Kahila³

et al. 2021

INF

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Digital games are a very popular medium among people of all ages. While information related to games is in high demand among adolescents, their digital game-related information-seeking remains an understudied subject. This study explored what kind of digital game-related information adolescents seek, and from what information sources. The data were collected from adolescents’ essays (N=91) and analyzed using qualitative content analysis. The results show that adolescents seek information on new games, guidance for gaming, and information on games’ development, background stories, and future. Information is sought from internet sources, face-to-face sources, and books. The results offer valuable insights on adolescents’ information behavior and practices in a wider context as well as adolescents’ perspective on digital game-related information-seeking.

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Section: Discussionmentioning

confidence: 99%

Section: Previous Researchmentioning

confidence: 99%

Section: Previous Researchmentioning

confidence: 99%

Section: Previous Researchmentioning

confidence: 99%

See 2 more Smart Citations

Adolescents’ Digital Game-Related Information-Seeking

Kahila¹,

Tedre²,

Kahila³

et al. 2021

INF

View full text Add to dashboard Cite

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“…In this case, the inherent structure and guidance of the gameplay is enough to help individuals to achieve a learning goal while playing the game. For example, WORLD OF WARCRAFT offers several types of collaborative schemes that support the learning of the game, suggesting the acquisition of higher order skills such as collaboration (King, 2013) or scientific habits of mind (Steinkuehler & Duncan, 2008).…”

Section: Implications For Educational Game Designmentioning

confidence: 99%

Engagement as a Volitional Construct

Filsecker

Kerres

2014

Simulation & Gaming

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Background. Interest is growing in harnessing the motivational and engaging power of games for learning purposes. However, academics frequently use the terms motivation and engagement interchangeably. Aim. In this article, we suggest that researchers should differentiate engagement from motivation and conceptualize it as a volitional process. We also argue that educational games research needs to move its focus beyond intrinsic motivation and explore the variety of cognitive, emotional, motivational, and volitional processes while learning with games. Method. Therefore, this article outlines a conceptual framework based on a multidimensional perspective on engagement. This framework is intended to help plan and organize research on learning with games, so that the field can produce evidence-based guidelines and principles that respond to the central questions of how and when educational games work. Results. A conceptual framework that integrates motivation and volition, is structured by an input-process-output model and portraits engagement as a process or mediator variable between an educational game and its learning outcomes. Conclusion. Defining engagement as a volitional process opens up a new perspective with broad theoretical and practical implications. For game design, the strategy of “learning within games” could demand increasingly higher levels of volitional control depending on the degree of coupling of the learning task and the gameplay.

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