Gaming the Classroom: MMOGs and Multiplayer Classrooms

A research proposal by Michael D. Smith

EDIT 6900 Research Methods in Instructional Technology

Dr. Lloyd Rieber The University of Georgia

April 24, 2013

Introduction General Background There are four different approaches to incorporating game-based learning within a course. Instructors may: a) layer game elements on top of an existing course (gamifying applicable portions of the course material), b) layer educational elements on top of an existing game (using a commercial game like World of Warcraft or Guild Wars in the classroom for applicable portions of a course), c) create educational games to teach specific portions of a course, or d) create a blended gaming/educational experience by developing a game-based course (multiplayer classroom) from scratch. Gamification of an existing course must be done well and thoroughly in order to succeed (in which case, it may be more efficient and effective to simply redesign the course as a multiplayer classroom which could be an interesting subject for another study). Educational games are typically shorter in duration and limited to specific topics rather than being used as the basis for an entire course. The use of commercial massively multiplayer online games (MMOGs) in classrooms offers great potential for student engagement, but the design and structure of the games themselves present inherent limitations as to how well they may be adapted to the course material. Purpose of the Study The purpose of this study is to determine whether a course structured as a multiplayer classroom (MPC) can be as immersive and engaging as a course using a commercial MMOG, while being more adaptable and a better fit with the instruction. This study will compare both quantitative data (grades and attendance) along with more qualitative data (engagement and satisfaction) to determine if the two approaches are comparably effective, or if either may have a distinct advantage in any of those categories. Research Question How does game-based learning using massively multiplayer online games in the classroom compare to game-based learning using a multiplayer classroom approach in terms of student attendance, engagement, and performance? Significance of the Study The use of commercial MMOGs in the classroom offers the benefit of increased student engagement, but at a cost of flexibility and adaptability to course materials. The design of multiplayer classrooms offers more adaptability and a potentially better fit with the instruction, but it is unclear as to whether the sense of engagement is comparable to that of a commercial MMOG. If the level of student engagement between the two approaches is comparable, there may be a significant benefit to having the additional flexibility that a multiplayer classroom approach offers.

Review of the Literature A substantial body of research exists discussing the potential of immersive virtual environments and online video games to enhance student learning by increasing engagement and motivation (Annetta, 2008; Bronack, 2011; Carlson, 2008; Clark & Ernst, 2009; Oliver & Carr, 2009; Paraskeva, Mysirlaki, & Papagianni, 2010; Petkov & Rogers, 2001; Rosario & Widmeyer, 2009). MMOGs have been shown to be particularly effective platforms for collaborative learning and problem solving (Falloon, 2010; McCreery, Schrader, & Krach, 2011; Schrader & McCreery, 2008). Steinkuehler & Duncan (2008) found that 86% of World of Warcraft forum posts were engaged in social knowledge construction, with 65% displaying characteristics of evaluative epistemology. The detailed graphics and multimedia used in modern MMOGs provides an enhanced sense of immersion in the virtual environment; MPCs, however, rely much more on the imagination of both students and instructors. The use of an avatar to represent students in a MMOG also offers an enhanced sense of identity and presence within the virtual environment (Annetta, Klesath, and Holmes, 2008; Dalgarno & Lee, 2010) and provides an additional layer of abstraction that may allow students to immerse themselves more thoroughly within the game context and express themselves more freely. Game-based learning is only effective in the classroom, however, if instructors understand both the technology involved as well as the pedagogical potential of these games and support their use in the classroom (Ketelhut & Schifter, 2010). Instructors who are unfamiliar with MMOGs may be put off by the technology or by commonly held negative perceptions of video games (Kenny & McDaniel, 2011); in such situations, a MPC approach may be more effective. Dickey (2011) also points out that the culture associated with a MMOG automatically becomes a part (for better or for worse) of any classroom using that MMOG. Although little research has been done on the effectiveness of multiplayer classrooms, Sheldon (2012) presents several case studies which suggest that MPCs can also be an effective method for increasing student engagement and motivation while providing a platform for collaborative learning and problem solving. Research Methods This study will take a mixed-methods approach, combining data from a qualitative multiple case study with quantitative observational data. Participants in the study will be selected from university students in an entry-level math class. A baseline will first be established using data from traditional face-to-face lecture-style classroom learning, and then the same course will be taught by the same instructor in two subsequent semesters; one semester will incorporate MMOG-based learning, and the other will be designed from the ground up as a multiplayer classroom. Quantitative data on student attendance records and grades will be collected at the end of each semester, along with qualitative interview and survey data concerning both student and instructor engagement and satisfaction with the instructional method.

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