Multimodal analysis of language learning in World of Warcraft play: Languaging as Values-realizing

Zheng, Dongping; Newgarden, Kristi; Young, Michael

doi:10.1017/s0958344012000183

Cited by 75 publications

(48 citation statements)

References 25 publications

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“…The first and third authors coded the interactions separately and then discussed their analyses until reaching final agreement. This coding method has been used elsewhere (e.g., Newgarden & Zheng, 2016;Newgarden et al, 2015;Zheng, Dai, & Liu, in press;Zheng, Newgarden, & Young, 2012). We describe this highly grounded, contextualizing, and eco-dialogical theory-driven technique as abductive coding.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time, and objects matter

Zheng

Schmidt

et al. 2017

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The purpose of this research was to explore the relationships between design, learning, and translanguaging in a 3D collaborative virtual learning environment for adolescent learners of Chinese and English.We designed an open-ended space congruent with ecological and dialogical perspectives on second language acquisition. In such a space, sense-making is contingent on the relational dynamics of place, activities, and artefacts. These spaces encourage meaning-making in situ, manipulation of virtual objects within places, and coordination among players. Our investigation looked at how learners of Chinese and English collaborated on a project in which they decorated a virtual living room. The findings suggest that socioculturally bounded places afford unique learning opportunities. Firstly, learning occurred through referencing, which is the mutual clarification of a virtual object's meaning, position, and function, in relatively stabilised places, such as a museum, and secondly, learning occurred through coordination between verbal instruction and object manipulation in more adaptive places, which we call eco-dialogical learning. We also found a strong relationship between translanguaging and object manipulation. We conclude the paper from the perspective of how the eco-dialogical model resulted in designs that promoted cognition and interactivity.

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Section: Data Collection and Analysismentioning

confidence: 99%

Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time, and objects matter

Zheng

Schmidt

et al. 2017

AJET

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“…A wealth of research on the area of corpus stems from the mulceproject (Multimodal contextualized Learner Corpus Exchange) (Betbeder, Tissot, & Reffay, 2007), while research on synthetic worlds has examined Second Life, following a content and language integrated learning approach (Wigham & Chanier, 2013). Other scholars, including Zheng, Newgarden, and Young (2012) have explored the multimodal affordances of online gaming.…”

Section: Multimodal Semiotics and Call/cmcmentioning

confidence: 99%

"Examining Language-Learning Websites: Discourses about Language, Learning, and Learners"

Valencia¹

2017

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Examen de las páginas Web sobre aprendizaje de idiomas.Discursos sobre lengua, aprendizaje y aprendices Avaliação dos sites de aprendizagem de línguas. Discursos sobre língua, aprendizagem e aprendizes. José Aldemar Álvarez Valencia 1 AbstractLanguage learning websites (llw) became a potential source of language learning since the emergence of the World Wide Web. Just as any instructional material, llws enact views of language, learning, and learners through their semiotic designs (content and structural design). The study is an attempt to explore these three dimensions by examining the structure and contents of Pumarosa, a llw, and by focusing on the meaning-making process of one female user of this virtual environment. This case study draws on elements of multimodal semiotics and other qualitative techniques of data collection such as interviews, screen recording of actions on the virtual environment, and stimulated recall. Results indicate that the views of language, learning, and the way users are positioned on the llw exert significant influence on the meanings that the participant makes of these concepts. KeywordsLanguage learning websites, call, multimodality, social semiotics, discourse ResumenLas páginas web de aprendizaje de idiomas se han convertido en una fuente potencial de aprendizaje de idiomas desde la aparición de la World Wide Web. Al igual que cualquier material pedagógico, estas páginas web promulgan visiones sobre la lengua, el aprendizaje y los estudiantes a través de sus diseños semióticos (contenido y diseño estructural). Este estudio es un intento por explorar estas tres dimensiones mediante el examen de la estructura y los contenidos de Pumarosa, una página web de aprendizaje de inglés, y se centra en los usos de una estudiante-usuaria de este entorno virtual. Este estudio de caso se fundamenta en los elementos de la semiótica multimodal y otras estrategias cualitativas de recolección de datos, tales como entrevistas, grabación de la pantalla de acciones en el entorno virtual, y recuerdo estimulado. Los resultados indican que las visiones sobre la lengua, el aprendizaje y la forma en que los usuarios son posicionados en la página web ejercen una gran influencia sobre los significados que la estudiante-usuaria construye alrededor de esos conceptos. Palabras clavePáginas web, aprendizaje de idiomas, call, multimodalidad, semiótica social, discurso ResumoOs sites de aprendizagem de línguas são uma fonte potencial de aprendizagem de línguas desde os inicios da World Wide Web. Como todo material pedagógico, esses sites divulgam visões sobre a língua, a aprendizagem e os estudantes através de suas concepções semióticas (conteúdo e concepção estrutural). Esse estudo visa explorar essas três dimensões avaliando a estrutura e conteúdos de Pumarosa, um site de aprendizagem de inglês, e concentra-se na experiência de uma estudante-usuária nesse entorno virtual. Esse estudo de caso baseia-se nos elementos da semiótica multimodal e outras estratégias qualitativas de coleta de dados, como entrevistas...

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“…Likewise, WoW has been extensively documented in the scholarship about digital literacies. Researchers have explored aspects of the game such as how it supports situated language learning (Zheng et al, 2012;Rama et al, 2012), how it complements literacy curricula (Alexander, 2009) and how it can be approached from multiple theoretical, methodological and disciplinary perspectives (Corneliussen and Rettberg, 2011;Kline, 2014). Like other MMORPGs, players of WoW create characters and must learn to navigate a fantastical world filled with quests to complete, storylines to explore and dangerous creatures to overcome.…”

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confidence: 99%

The WoW experience: grounding a graduate English seminar

et al. 2016

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2016),"Learning how to learn by solving bizarre problems: a playful approach to developing creative and strategic thinking", On the Horizon, Vol. 24 Iss 1 pp. 112-120 http://dx.Access to this document was granted through an Emerald subscription provided by emerald-srm:448207 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper aims to describe the World of Warcraft (WoW) experience, where students in a graduate English seminar played WoW to ground their learning about digital literacies. Through the experience, students developed their own digital literacies and learned to enter academic discourse about games and digital literacies. Design/methodology/approach -In the paper, the instructor and eight students describe the purpose, design and outcomes of the experience. Over the course of a month, the group coordinated logistics and roles, each person created a character, each character reached the threshold level for low-level dungeons, the whole class played several dungeons together and the class engaged in metaconversation about the experience. Findings -The instructor reflects on the problem of practice that the WoW experience addressed and the instructional organization of the experience. The students, who came into the WoW experience with a range of prior knowledge about games and Massively Multiplayer Online Roleplaying Games, reflect on what challenges they faced while learning to play and develop their own digital literacies, how they assembled resources to overcome challenges, how their views of digital literacies and games shifted from the experience and how the experience helped them rethink teaching first-year composition. Originality/value -As the WoW experience illustrates, finding ways to connect games to advanced graduate courses can create fun, frustration and powerful learning experiences for students as they maneuver complex content.

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Multimodal analysis of language learning in World of Warcraft play: Languaging as Values-realizing

Cited by 75 publications

References 25 publications

Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time, and objects matter

Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time, and objects matter

"Examining Language-Learning Websites: Discourses about Language, Learning, and Learners"

The WoW experience: grounding a graduate English seminar

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