Examining an Educational Massively Multiplayer Online Role-Playing Game (EdD-MMORPGs) as a Motivational After-School Learning Tool

• In Event: Exploring Influences of Game Types and Design Decisions: Issues of Learning, Interaction, and On/Offline Boundaries

Abstract

Purpose

This study explores the potential of an educational massively multiplayer online role-playing game (Ed-MMORPGs) to encourage students to initiate and sustain (Tuzun, 2004) English-language learning in an after-school setting, when compared to a more traditional multimedia instructional system (MIS).

Theoretical Framework

Time spent on learning is correlated with academic achievement (Anderson, Reder, & Simon, 1998; Sanchez, 2006) and transfer of knowledge into long-term memory (Hunt & Beglar, 2005). Thus, identifying motivational learning environments that students might use voluntarily after school hours is an important step in potentially extending instructional time. One possible solution is the use of MMORPGs, computer-based role-playing games that allow players to interact in and with virtual worlds. Many MMORPGs have attributes that generate player motivation such as (1) achievement (desire for competition with a standard of excellence), (2) socialness (collaboration with others and building social networks), and (3) immersion (sense that a player has of being in a virtual world and escape from real life) (Yee, 2007). Other research suggests that when used in education, users could translate time into honing skills, researching information, and testing their learning (Schrader & McCreery, 2007). Such attributes suggest Ed-MMORPGs might be educational and motivating after-school learning tools.

Method and Data Sources

To test the above rationale, an Ed-MMORPG called Ed-Wonderland was developed to teach English vocabulary to fifth grade Taiwanese students. A matching content-equivalent multimedia instructional system was also developed. The participants (N=133) took a pre-test to evaluate their prior knowledge and were then divided into two groups. Group A (N=99) used Ed-Wonderland, and Group B (N=34) used the MIS. Both groups used their respective learning tool for a total of 80 minutes over four weeks. During this time, Group A had the option of reading their own, non-English books or playing Ed-Wonderland. Similarly, Group B participants had the option of reading their own, non-English books or using the MIS. Choice of activity and the amount of time spent on each activity was logged by the research team. Finally, participants took a post-test to evaluate learning outcomes.

Results

In terms of learning outcomes, both groups showed a significant gain score from pre-test to post-test. However, the mean post-test score of Group A was significantly higher than Group B (t=1.98, p<.05). In terms of time-on-task, the mean usage time was 72.5 minutes for Group A and 28 minutes for Group B; a statistically significant difference (t=13.37, p<.05).

Scholarly Significance

The results suggest that properly designed Ed-MMORPGs have the ability to initiate and sustain English-language learning beyond traditional multimedia instructional systems. In addition to spending more time in the virtual world, participants also showed greater learning outcomes. Taken together these findings have implications for game designers, researchers, and education practitioners.

Authors

• Kuo-Hsun Hung, Teachers College, Columbia University

• Charles K. Kinzer, Teachers College, Columbia University

• Cheng-Ling Alice Chen, Teachers College, Columbia University