Online gaming as an educational tool in learning and training

Abstract

Massively multiplayer online role-playing games (MMORPGs) are typically represented by large, sophisticated, detailed and evolving worlds based in different narrative environments. MMORPGs offer a rich and unpredictable three-dimensional environment for players to experience a virtual world through their own player character along with thousands of other players. This game form is a fully developed multiplayer universe with an advanced and detailed world (both visual and auditory). In this short paper we argue that MMORPGs have the capacity to support collaborative learning approaches.The numbers of online games used for training and education purposes are currently limited. However, there are increasing numbers of small-scale research-based experimental projects. Although online gaming is a relatively new area of activity, its success at engaging large groups of remotely located users has meant that early research projects and military training organisations have already begun to use multiplayer online role-play gaming approaches as a means for engaging and retaining large remotely located learner groups, and for supporting collaborative learning objectives and 'communities of practice'.One such project (Rochester Castle), demonstrates potential for supporting the collaborative learning processes, such as those associated with problem-and experience-based learning (Lee, Eustace, Fellows, Bytheway & Irving, 2005). It also allows learners to design and develop the game themselves. The online role-play game was based upon a multiuser domain object oriented (MOO) and was used to support English and History students. The project was successful in engaging the school children in a more interactive approach to learning, which also supported collaborative and team-building skills (Lee et al, 2005). Students using the MMORPG found that they had gained new skills in learning collaboratively online, while teachers found that they had developed new ICT skills and enhanced teaching practices.The wider use of games has led to the development of serious gaming (or edu-gaming) for engaging learners and to keep motivation levels high. The electronic simulation Mekong e-Sim, was developed to support the learning requirements of geography and

International Education Studies, Vol.2, No.1, February 2009

“…Gee (2007) pointed out that to deliver good learning would indeed be via game-like technologies. Rieber (1996), as cited in Sugumaran (2008), states that, "Research from education, psychology, and anthropology suggests that play is a powerful mediator for learning throughout a person's life" MMORPGs have the capacity to support collaborative learning approaches (De Freitas & Griffiths, 2007) and MMOLE is designed to engage learners and to keep motivation levels high. The virtual environments can also help them learn deep content and higher order skills (Dede et al, 2005).…”

“…Therefore, it is not surprising that MMOGs have been found to foster bridging ties rather than decreasing social and civil interactions (Jakobsson & Taylor, 2003;Yee, 2006;Beck & Wade, 2006). The paper by De Freitas and Griffiths (2007) argues that MMORPGs have the capacity to support intrinsic motivation and so help to engage learners and collaborative processes. Some cases of using MMORPGs, including Mekong e-Sim, StrikeCOM and Full Spectrum Command, in learning and training were discussed.…”

Think Games on the Fly, Not Gamify: Issues in Game-Based Learning Research

“…Literature addressing anchored instruction, 14-17 situated apprenticeship, 18 and simulations [19][20][21] suggests that powerful learning comes with dynamic immersion amid complex, realistic, and inherently social situations that produce opportunities for legitimate peripheral participation in professional practices and create a ''time for telling'' about curricular content. Without taking these factors into consideration, we only encourage students to develop isolated, unrelated skills for external rewards under the vague hope they will transfer them into fluent, on-the-job performance at a later time.…”

Design and Implementation of the Jomini Engine: Towards a Historical Massively Multiplayer Online Role-Playing Game

“…Lee et al [6] extended on Gikas and Van Eck [7] and mapped gaming genre and activities across Gagne's intellectual skills [8] and Bloom's taxonomy of the cognitive domain [9]. In this context, MMORPGs provide the added benefit of engaging large groups of remotely located users [10] and, through their design, facilitate collaborative learning approaches [11]. They also offer the opportunity to collaboratively engage students with a wide range of learning domains and convey experiential learning [12] through an immersive simulation environment.…”