Using Massively Multiplayer Online Role‐Playing Games for Online Learning

Childress, Marcus; Braswell, Ray

doi:10.1080/01587910600789522

Cited by 175 publications

(90 citation statements)

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“…At present the body of research into using Second Life in an educational environment is relatively small and the majority centres mainly on the application of Virtual Worlds within the area of distance learning (e.g. Childress and Brasswell, 2006;Bronack et al, 2006). There are, however, various qualities of the Virtual World concept that make it equally beneficial for on-campus teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

The Learning Gains and Student Perceptions of a Second Life Virtual Lab

Cobb

Heaney

Corcoran

et al. 2009

Bioscience Education

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Section: Introductionmentioning

confidence: 99%

The Learning Gains and Student Perceptions of a Second Life Virtual Lab

Cobb

Heaney

Corcoran

et al. 2009

Bioscience Education

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“…Some even showed frustration with the steep learning curve (Delwiche, 2003). But as MMORPGs become easier to use, more sophisticated, offering increased interactive and realism, they may one day become the preferred platform for cooperative learning activities (Childress & Braswell, 2006). Furthermore, advance in artificial intelligence will help to create virtual world pedagogical agents that can customize materials for each individual learner.…”

Section: Case Studiesmentioning

confidence: 99%

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

IES¹

2009

IES

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“…The study by Childress and Braswell (2006) gives examples using partner activities and group activities to deliver an online graduate-level Foundation of Instructional Technology course through Campus: Second Life -a special version of Second Life for educators to use in classes. It illustrates that the highly social attributes of MMORPGs make them rich environment for cooperative learning-based activities.…”

Section: The Paper By De Freitas and Griffithsmentioning

confidence: 99%

Learning in the Virtual World: the Pedagogical Potentials of Massively Multiplayer Online Role Playing Games

Yu¹

2009

IES

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A much more attractive way to use the internet was discovered. Users are represented by avatars in the fantasy persistent 3D world, and the avatars apparently come to occupy a special place in the hearts of their creators (Castronova, 2001). At present, millions of people worldwide have accounts to some kind of virtual environments. Virtual world may soon become the primary venue for all online activities (Castronova, 2001) including learning. Imagine that one can gain knowledge and skills by social interactions in virtual worlds. A massively multi-student online learning environment (MMOLE) is a pedagogically designed space where students would spend much time learning online by doing and interacting with others. Furthermore, massively multiplayer online games (MMOGs) or massively multiplayer online role playing games (MMORPGs) allow individuals, through their avatars, to learn in the service of games goals and through problem solving and collaboration. This article aims at exploring the pedagogical potentials of virtual worlds. The strengths and weaknesses will be outlined and some of the issues will be discussed through case studies. Hopefully, lessons can be learned and the future virtual worlds can become a more powerful and effective environment to engage students in learning.

show abstract

Using Massively Multiplayer Online Role‐Playing Games for Online Learning

Cited by 175 publications

References 1 publication

The Learning Gains and Student Perceptions of a Second Life Virtual Lab

The Learning Gains and Student Perceptions of a Second Life Virtual Lab

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

Learning in the Virtual World: the Pedagogical Potentials of Massively Multiplayer Online Role Playing Games

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