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首页> 外文会议>Science and Innovation Policy, 2009 >Utilizing Massively Multiplayer Online Games to foster collaboration and learning
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Utilizing Massively Multiplayer Online Games to foster collaboration and learning

机译：利用大规模多人在线游戏促进协作和学习

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Successful integration of traditional learning objectives with elements of entertainment becomes the goal for the design and application of video games used for educational purposes. Oftentimes assumptions are made that students who are not gamers can play video games and reap the pedagogical benefits of gameplay without experiencing a learning curve relative to understanding game objectives. We argue that inexperienced players encounter two different trajectories of learning: the cognitive process associated with understanding how to play the game and the cognitive processes embedded in gameplay activities that correspond to domain specific learning goals. These dissimilar trajectories of learning create competing goals for the player who portrays dual roles of student and novice gamer. We examine this dilemma in the context of second language students who play a Massively Multiplayer Online Role Playing Games for the purpose of improving their English proficiency skills. We utilize statistical analysis to evaluate English as Second Language (ESL) students' ability to acquire second language vocabulary. Results indicate positive learning outcomes for vocabulary acquisition of ESL students who participate in collaborative gameplay with Native English Speakers, emphasizing the role of social interactions in second language acquisition. However, visual analysis of game logs measures the learning trajectory associated with completing game tasks and reveals that ESL students who play EQ2 independently achieve increasing levels of virtual character progression in less time than their peers.
机译：传统学习目标与娱乐元素的成功整合成为用于教育目的的视频游戏的设计和应用目标。通常会假设非游戏玩家的学生可以玩视频游戏并获得游戏玩法的教学优势，而无需经历相对于理解游戏目标的学习曲线。我们认为，没有经验的玩家会遇到两种不同的学习轨迹：与理解如何玩游戏相关的认知过程以及与特定领域学习目标相对应的嵌入在游戏活动中的认知过程。这些不同的学习轨迹为描绘学生和新手玩家双重角色的玩家创造了竞争目标。我们在第二语言学生的语境中研究了这一难题，他们为了提高他们的英语水平而玩了大型多人在线角色扮演游戏。我们利用统计分析来评估英语作为第二语言（ESL）学生获得第二语言词汇的能力。结果表明，与母语为英语的人一起参加合作游戏的ESL学生的词汇习得具有积极的学习效果，强调了社交互动在第二语言习得中的作用。但是，对游戏日志的视觉分析可以测量与完成游戏任务相关的学习轨迹，并揭示出，玩EQ2的ESL学生比同龄人能够在更短的时间内实现虚拟角色进度的不断提高。

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