On Studying Collaborative Learning Interactions


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Poster paper presented at VS Games 2011, Athens, Greece

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On Studying Collaborative Learning Interactions

  1. 1. On Studying Collaborative Learning Interactionsin Massively Multiplayer Online Games Iro Voulgari. Doctoral candidate Vassilis Komis. Associate Professor   avoulgari@upatras.gr komis@upatras.gr Department of Educational Sciences and Early Childhood Education University of Patras, Greece
  2. 2. MMOG Research on Learning in MMOGsVS Games2011AthensGreeceVoulgari, Komis–Collaborative Learning in Massively Multiplayer Online Games12/5/20112 of 16
  3. 3. VS Games2011AthensGreeceVoulgari, Komis–Collaborative Learning in Massively Multiplayer Online Games Popular and Profitable12/5/2011 MMOData Charts version 3.2, December 2010 3 of 16 http://mmodata.net
  4. 4. MMOGs Players form Communities of LearningVS Games2011AthensGreeceVoulgari, Komis–Collaborative Learning in Massively Multiplayer Online Games12/5/20114 of 16
  5. 5. Main Points • Present a framework for C.L.  in MMOGs • Focus on skills acquired and  group processes  Apply design features of  MMOGs to collaborative VS Games learning environments and/or 2011Athens apply educational designGreece principles to MMOGs for Voulgari,  learningKomis–Collaborative   But also consider and take Learning in  advantage of the emergent Massively Multiplayer  behaviours and the potential Online Games of the community of players12/5/20115 of 16
  6. 6. Cognitive •Acquisition of knowledge  Cognitive and skills MMOGs •Benefits of peer‐ (ideally) mentoring, explaining to  others •Argumentation,  disagreement,  adjustment of mental  schemata, knowledge  elicitation, internalisation,  reduced cognitive load •Learning through  interactions with others  (Piaget, Vygotsky, VS Games Situated Learning)2011AthensGreece SocialVoulgari,  MotivationKomis– •Learning through Collaborative  interaction with the world Learning in  and the social‐cultural  •Individual and situational Massively Multiplayer Online Games environment •Quality of interactions  Theoretical interest  •Motivation to participate  in group increases  and communication 12/5/2011 among group members •Construction and co‐ Framework effectiveness and  cooperation •Motivation affects  construction of meaning  through conflicts learning and strategies 6 of 16 employed  •Social aspect increases  group cohesion  •Flow experience  
  7. 7. Group Interactions & Efficiency Designed Social Environment Environment •Environment  •Community of  Content players •Graphics •Emerging rules •Affordances •Behaviours •Rules •InteractionsVS Games2011 Group Athens Task Member Group StructureGreece Interactions •Motivations •Formation Voulgari,  •Format  •Experience, skills •Collaboration,  proceduresKomis– •Rules •Attitude, behaviour  competition •HierarchyCollaborative  •Solution strategies •Age, personality,  •Team cohesion •Member RolesLearning in  •Rewards, penalties etc •Communication •Goals, orientationMassively Multiplayer Online Games12/5/2011 Collaborative Learning  Learning 7 of 16 Processes  Outcomes 
  8. 8. Social Designed Environment Environment Task Motivational MemberVS Games Cognitive2011 Group StructureAthensGreeceVoulgari, Komis– Interactions SocialCollaborative Learning in Massively Multiplayer Online Games12/5/20118 of 16
  9. 9. Research Methodology Virtual  Ethnography Qualitative Semi‐structured  Mixed  Interviews Concurrent Survey  Quantitative (questionnaire)VS Games • Virtual ethnography 2011Athens – participant observation (Lineage II, Tribal Wars)Greece – websites and foraVoulgari, Komis– – gameplay video recordings (players in Collaborative Learning in  authentic context, 5 volunteers, 3 months)Massively Multiplayer  • SurveyOnline Games – interviews (18 semi‐structured, 12/5/2011 2 focus groups) – online questionnaire (220 full responses)9 of 16
  10. 10. Text  (interviews, etc.) Garrison, D., Archer, T., & Anderson, W. (1999) Video RecordingsVS Games2011AthensGreeceVoulgari, Komis–Collaborative Learning in Massively  Qualitative DataMultiplayer  QSR Nvivo 8Online Games12/5/201110 of 16
  11. 11. What do players learn in MMOGs?VS Games2011AthensGreeceVoulgari, Komis–Collaborative Learning in Massively Multiplayer Online Games12/5/201111 of 16 • Content, rules, game mechanics
  12. 12. What do players learn in MMOGs? Perceived skills & knowledgeVS Games2011AthensGreeceVoulgari, Komis–Collaborative Learning in Massively Multiplayer Online Games12/5/201112 of 16 • Social, communication, interpersonal skills?  – [they have to have them, but do they learn them in the game?]
  13. 13. What do players learn in MMOGs? Perceived skills & knowledge • Other skills: use of computer, internet,  language (English), typing,  management, market economy, VS Games marketing2011AthensGreeceVoulgari, Komis–Collaborative Learning in Massively Multiplayer Online Games12/5/201113 of 16
  14. 14. VS Games2011AthensGreeceVoulgari, Komis–Collaborative Learning in Massively Multiplayer Online Games12/5/2011 by Sebastian Deterding 2010 http://www.slideshare.net/dings/just‐add‐points‐what‐ux‐can‐and‐cannot‐learn‐from‐games14 of 16
  15. 15. Impact of Design and Players on Groups: some trends Group Design Player Community Features Purpose Essential for exploration of the  Social interactions, help, support content and for progress  (difficult, complex tasks) Communication Channels and tools for  Players resort to third‐party external  communication and coordination  applications for communication when  among members necessaryVS Games2011 Types Different types of groups by  Different types of groups by playerAthens design e.g. guilds and groups/  decisions and personalities (social, Greece clans and parties (size, structure) affective criteria, goals, behaviours, Voulgari,  decision‐making, rules) e.g. social Komis– groups, achievement groups. Collaborative  Different behaviours in different groups Learning in  (e.g. cohesion, trust, commitment, help ‐Massively Multiplayer  more in long‐term than in random, task‐Online Games oriented teams)12/5/2011 Benefits Privileges of group members by  Privileges by relational space (e.g. peer  design (e.g. special skills) mentoring, sociability, support)15 of 16
  16. 16. Thank you! Iro Voulgari. avoulgari@upatras.gr. Ph.D. candidate. Vassilis Komis. komis@upatras.gr. Associate Professor. Department of Educational Sciences & Early Childhood  Education VS Games2011 University of Patras, GreeceAthensGreeceVoulgari, Komis–Collaborative  http://www.ecedu.upatras.gr/Learning in Massively  http://www.ecedu.upatras.gr/icte/Multiplayer Online Games12/5/201116 of 16