What We Can Learn from Virtual (Gaming) Worlds Series on Communities of Practice in Immersive Environments CP Square

A few words about my background M.Sc. in Management Information (Tilburg University, The Netherlands) and Technology & Human Affairs (Washington University in Saint Louis) 12 years of experience as a management consultant Currently work for YNNO, a small consultancy firm for new ways of working in The Netherlands Clients: insurance companies, Dutch government, healthcare industry Areas of expertise: collaborative technologies, virtual teamwork, knowledge management, digital working, office design Since August 2006 also Ph.D. candidate at Nyenrode Business Universiteit Status: finishing initial theory development, doing exploratory fieldwork, in preparation stage for empirical study

M.Sc. in Management Information (Tilburg University, The Netherlands) and Technology & Human Affairs (Washington University in Saint Louis)

12 years of experience as a management consultant

Currently work for YNNO, a small consultancy firm for new ways of working in The Netherlands

Clients: insurance companies, Dutch government, healthcare industry

Areas of expertise: collaborative technologies, virtual teamwork, knowledge management, digital working, office design

Since August 2006 also Ph.D. candidate at Nyenrode Business Universiteit

Status: finishing initial theory development, doing exploratory fieldwork, in preparation stage for empirical study

My research agenda Isolating mechanisms in virtual worlds that lead to effective (group) behavior Uncovering the (game) design patterns behind this Applying these design patterns in an organizational setting With the goal of improving certain aspects of organizations, such as organizational learning and knowledge transfer. My approach differs from the Serious Games movement, in that: The end product does not have to be a game The end product is embedded in the work, not a separate activity

Isolating mechanisms in virtual worlds that lead to effective (group) behavior

Uncovering the (game) design patterns behind this

Applying these design patterns in an organizational setting

With the goal of improving certain aspects of organizations, such as organizational learning and knowledge transfer.

My approach differs from the Serious Games movement, in that:

The end product does not have to be a game

The end product is embedded in the work, not a separate activity

Premise The (networking) skills are there, we just need to create an environment where these skills can be used “ traditional” organizations do not offer this environment virtual worlds do

The (networking) skills are there, we just need to create an environment where these skills can be used

“ traditional” organizations do not offer this environment

virtual worlds do

Current fieldwork World of Warcraft Immersive ethnographic fieldwork since June of this year

World of Warcraft

Immersive ethnographic fieldwork since June of this year

Plans for the coming months Working on a paper about the initial findings of the fieldwork Collaborating with Marinka Copier to set up a research program around this subject Marinka Copier is Assistant Professor New Media and Digital Culture at Utrecht University and Head of the Game Design program at the Utrecht School of the Arts Continuing the discussion with managers about this issue

Working on a paper about the initial findings of the fieldwork

Collaborating with Marinka Copier to set up a research program around this subject

Marinka Copier is Assistant Professor New Media and Digital Culture at Utrecht University and Head of the Game Design program at the Utrecht School of the Arts

Continuing the discussion with managers about this issue

Bridging the gap: Virtual Worlds as a Platform for Knowledge Transfer Third International Conference on Communities and Technologies Michigan State University

Starting point: knowledge transfer Effective knowledge transfer leads to sustained competitive advantage (Prusak, 2001; Thomas & Allen, 2006) by making companies more agile and by fostering creative problem solving (Soo, et al., 2002) The major challenges lie in the area of tacit knowledge Larry Prusak: “…don’t capture, but connect…” Knowledge is embedded in a community (Dixon, 2000; Wenger & Snyder, 2000; McDermott, 1999)

Effective knowledge transfer leads to sustained competitive advantage (Prusak, 2001; Thomas & Allen, 2006)

by making companies more agile

and by fostering creative problem solving (Soo, et al., 2002)

The major challenges lie in the area of tacit knowledge

Larry Prusak: “…don’t capture, but connect…”

Knowledge is embedded in a community (Dixon, 2000; Wenger & Snyder, 2000; McDermott, 1999)

Conditions for knowledge transfer Communication is key (Davenport & Prusak, 2000) It requires the full spectrum of communication It is best served by spontaneous meetings of the mind Trust is necessary (Matson & Prusak, 2006) Traditional view: this requires face-to-face contact (Davenport & Prusak, 2000; Dixon, 2000) However: face-to-face contact is often expensive and time-consuming

Communication is key (Davenport & Prusak, 2000)

It requires the full spectrum of communication

It is best served by spontaneous meetings of the mind

Trust is necessary (Matson & Prusak, 2006)

Traditional view: this requires face-to-face contact (Davenport & Prusak, 2000; Dixon, 2000)

However: face-to-face contact is often expensive and time-consuming

Problems of computer supported cooperative work (CSCW) Communicating ambiguous information takes more time (Daft & Lengel, 1986; Walther, 1996) Supporting informal interactions is difficult (Dourish & Bly, 1992; Kraut, et al., 1990) In general: supporting the social aspects of work is difficult Ackerman (2000): “the social-technical gap” showing promise: use of instant messaging in the workplace Thus: CSCW falls short in supporting knowledge transfer because it fails to support “the talk around the task” (Brown, et al., 2005)

Communicating ambiguous information takes more time (Daft & Lengel, 1986; Walther, 1996)

Supporting informal interactions is difficult (Dourish & Bly, 1992; Kraut, et al., 1990)

In general: supporting the social aspects of work is difficult

Ackerman (2000): “the social-technical gap”

showing promise: use of instant messaging in the workplace

Thus: CSCW falls short in supporting knowledge transfer because it fails to support “the talk around the task” (Brown, et al., 2005)

A fundamental problem of approach? “ [T]elecommunications research seems to work under the implicit assumption that there is a natural and perfect state - being there - and that our state is in some sense broken when we are not physically proximate. The goal then is to attempt to restore us, as best as possible, to the state of being there. [This orients] us towards the construction of crutch-like telecommunication tools (…)” Jim Hollan & Scott Stornetta (1992)

“ [T]elecommunications research seems to work under the implicit assumption that there is a natural and perfect state - being there - and that our state is in some sense broken when we are not physically proximate. The goal then is to attempt to restore us, as best as possible, to the state of being there. [This orients] us towards the construction of crutch-like telecommunication tools (…)”

A new starting point There are practices taking place in virtual worlds that may foreshadow new ways of working in enterprises Apparently communicating and collaborating without “being there” is not an issue in virtual worlds The divide: CSCW is connected to work, while virtual worlds inhabit the realm of play

There are practices taking place in virtual worlds that may foreshadow new ways of working in enterprises

Apparently communicating and collaborating without “being there” is not an issue in virtual worlds

The divide: CSCW is connected to work, while virtual worlds inhabit the realm of play

The key difference: motivation Virtual worlds are intrinsically motivating Computer supported cooperative work is extrinsically motivating: the outcome of the activity supplies the motivation (completing a work-related task)

Virtual worlds are intrinsically motivating

Computer supported cooperative work is extrinsically motivating: the outcome of the activity supplies the motivation (completing a work-related task)

Illustration of extrinsic motivation “ You have to be extremely focused on results [when you work in a virtual team]. People that are focused on the process will most likely have big problems. That’s because the satisfaction you get from the process is very low.” “ The first thing you notice about virtual meetings is that they are much more businesslike, more to the point than regular meetings. Whereas in regular meetings people exchange some small talk and talk about personal things, this is lost in virtual meetings.”

“ You have to be extremely focused on results [when you work in a virtual team]. People that are focused on the process will most likely have big problems. That’s because the satisfaction you get from the process is very low.”

“ The first thing you notice about virtual meetings is that they are much more businesslike, more to the point than regular meetings. Whereas in regular meetings people exchange some small talk and talk about personal things, this is lost in virtual meetings.”

Hypothesis A higher level of intrinsic motivation when using computer-mediated communication always equals a better support for the social aspects of work patterns (specifically: informal communication and trust)

A higher level of intrinsic motivation when using computer-mediated communication always equals a better support for the social aspects of work patterns (specifically: informal communication and trust)

Motivation in virtual worlds These five elements cause intrinsic motivation in virtual worlds: competence autonomy relatedness fantasy curiosity

These five elements cause intrinsic motivation in virtual worlds:

competence

autonomy

relatedness

fantasy

curiosity

Competence Creating a balance between skills and challenges (Lepper & Malone, 1987) Condition for a flow experience (Csikszentmihalyi, 1990): rules that require the learning of skills A feeling of effectiveness (Ryan, et al., 2006)

Creating a balance between skills and challenges (Lepper & Malone, 1987)

Condition for a flow experience (Csikszentmihalyi, 1990): rules that require the learning of skills

A feeling of effectiveness (Ryan, et al., 2006)

Autonomy Providing a sense of control to the user (Lepper & Malone, 1987) Condition for a flow experience (Csikszentmihalyi, 1990): the possibility to exercise control A sense of volition (Ryan, et al., 2006) The first person imperative: participating as an agent (Laurel, 1993) Immediate feedback (Steinkuehler, 2004)

Providing a sense of control to the user (Lepper & Malone, 1987)

Condition for a flow experience (Csikszentmihalyi, 1990): the possibility to exercise control

A sense of volition (Ryan, et al., 2006)

The first person imperative: participating as an agent (Laurel, 1993)

Immediate feedback (Steinkuehler, 2004)

Relatedness The feeling of belonging and being connected with others (Ryan, et al., 2006) A new type of third places : places for neither work nor home where informal social interactions can take place (Steinkuehler, 2005) Opportunity for social action : the ability to do things together with others (Brown & Bell, 2004; Ducheneaut, et al., 2007) A space that makes it possible to “bump into” people and strike up opportunistic conversations (Evard, et al., 2001)

The feeling of belonging and being connected with others (Ryan, et al., 2006)

A new type of third places : places for neither work nor home where informal social interactions can take place (Steinkuehler, 2005)

Opportunity for social action : the ability to do things together with others (Brown & Bell, 2004; Ducheneaut, et al., 2007)

A space that makes it possible to “bump into” people and strike up opportunistic conversations (Evard, et al., 2001)

Fantasy Creating fantasy situations (Lepper & Malone, 1987) “ making the activity as distinct as possible from the so-called ‘paramount reality’ of everyday existence” is conducive to flow (Csikszentmihalyi, 1990)

Creating fantasy situations (Lepper & Malone, 1987)

“ making the activity as distinct as possible from the so-called ‘paramount reality’ of everyday existence” is conducive to flow (Csikszentmihalyi, 1990)

Curiosity Stimulating the sensory and cognitive curiosity of users (Lepper & Malone, 1987) Curiosity is socially stimulated (Steinkuehler, 2004)

Stimulating the sensory and cognitive curiosity of users (Lepper & Malone, 1987)

Curiosity is socially stimulated (Steinkuehler, 2004)

Also playing a role… Extrinsic motivation that has been internalized: External regulation: satisfy an external demand or reward (Ryan & Deci, 2000); conditioning mechanisms in place to make players accept tedium (Yee, 2006) Introjected regulation: avoid guilt or attain ego enhancements (Ryan & Deci, 2000); virtual worlds offer motivators such as competition, collaboration and recognition (Bonk & Dennen, 2005)

Extrinsic motivation that has been internalized:

External regulation: satisfy an external demand or reward (Ryan & Deci, 2000);

conditioning mechanisms in place to make players accept tedium (Yee, 2006)

Introjected regulation: avoid guilt or attain ego enhancements (Ryan & Deci, 2000);

virtual worlds offer motivators such as competition, collaboration and recognition (Bonk & Dennen, 2005)

Virtual worlds and knowledge transfer virtual worlds intrinsic motivation social aspects knowledge transfer ???

Questions?