ALT-C 2012
Lessons Learned on Virtual
Ethnography
I
Northumbria University – Newcastle upon Tyne, UK
Isara Kongmee, Dr. Rebecca Strachan, Dr. Alison Pickard
“When people learn to play video games, they are learning a new literacy”
(Gee, 2005: 13)
Background
• Students learning English as their second language (L2) need
to acquire communication competence in this target language.
• L2 need to practice their language skills and there are limited
opportunities to do this in the traditional classroom
environment.
• Difficult to provide ‘live’ language opportunities in the
classroom.
• L2 in Thailand are under achieving as the traditional classroom
based instruction focuses on grammar based lessons with
artificial language examples from textbooks, and there are
limited English native speakers to draw on
Research Questions
1. What role can MMORPGs play in supporting second
language learners?
2. How can MMORPGs be used to support learning in
formal and informal contexts?
3. How do L2 learners perceive their language development
when using a MMORPG?
4. Do L2 learners enjoy playing MMORPGs as a tool for
second language learning?
MMORPGs Overview
“MMORPGs, they are online role playing games where people move, act and communicate with
other players in an internet-based virtual three-dimensional environment”. Bryant (2006)
1. Avatar/ character
information
2. Minimap/helping
system
4. Dialogue
bubble
3.
monster
6. Player’s
avatar
5. Other
player
7.
Utilized
bar
9. Chat box
8.
Hotkeys
Distinctiveness of MMORPGs
According to Gee (2003; 2006) in Bryant (2007), the MMORPG
digital environment offers a learning experience that:• Enables learners to transfer skills from the classroom to a
practical performance
• Applies and adapts to real-life situation
• Uses communication skills with other players
• Provides immediate/active feedback
• Gives the opportunity to use the four language skills: reading,
writing, speaking, and listening
• Becomes part of self-learning as MMORPGs provide different
levels of difficulty.
Motivation :Intrinsic motivation
• Intrinsic motivation refers to doing something because it is
inherently interesting or enjoyable (Connolly et al, 2006)
challenge
recognition
fantasy
competition
MMORPGs
co-operation
individual factor
curiosity
control
interpersonal factor
• Malone & Lepper (1987) Intrinsic motivation factors and MMORPGs
Digital safe space to boost confidence via
learning/playing
Online games offer a suitable safe environment for English as a
Second Language (ESL) student to practice drill skills and transfer
knowledge (Smeets, 2005)
• Low identity: benefits to shy/ risk-averse students.
• Safety Environment in socialization: interaction is through a
player’s avatar while in classroom, language practise and
performance may be inhibited.
• Less constraint and criticism: a critical requirement for
learning a foreign language (Bryant, 2006)
• Repetitive/ challenging features
• Reducing instructor control
Activities in MMORPGs to
Language practice model
• The specific actions in MMORPGs (Suznjevic et al, 2008) can
be applied in language learning during game play;
1. Questing Reading, vocabulary
2. Raiding  social interaction skills (writing, conversation,
reading)
3. Trading  Reading, vocabulary, social interaction skills
4. Player versus Player (PvP)  all above, target language
cultural knowledge
Tutorial exams/Tasks
1. Pre-test, and post-test. (real world)
o Using ELLIS placement3 - This is a standard computer – based
English test: vocabulary, grammar, and listening
_________________________________________________
2. During the game exercises, example; (virtual world)
o Run a tour activity for their peers to participate. This activity
tested speaking-listening skills
o Gap-fill and answering the questions related to game play –
Quest box imitation
o Game related writing experience
Methodology
learners
Virtual
Ethnography
(tasks)
hidden
known
(observe)
Action
Research
Method I: Ethnography
(virtual)
• The researcher becomes involved with virtual social
community (Rybas& Gajjala, 2007)
• To get “insider point of view” (Hoey, 2011)
• The subjects play the MMORPGs on an international server
-------------------------------(V. Ethnography)-----------------------------Observe  plan  interact/ support with student (anonymous)
-----------------------------------------------------------------------------------The researchers can gain an in-depth understanding of the
online social system, chosen/ edited language, and culture that
is being assimilated within each virtual gaming community in
each MMORPG
Method II: Action research
• Real World
• Virtual World
- The researcher observed the
interaction with the MMORPGs
by the students both through
their informal discussion in the
classroom and through screen
capture of their game play in the
MMORPG
- To determine their attitude and
perception of learning in new
and traditional style
- To identify their original language
skills
- To provide tutorial exercises and
discussions based on the
students’ experiences with the
MMORPG, facilitating further
enhancement opportunities for
their language development
- To transform current MMORPGs
into a learning tool for tutorial
work related to second language
acquisition
Teaching & Learning process via MMORPGs
• Introduction
• Classroom-task
relate
• Learner-centre
• Natural plays
• Learner preference
Game 2
(varies)
Game 1
(GWO)
• Natural plays
• Task based around
game content
Game 3
(AS)
learner
Other games
Language Development Reading
• Practicing reading quests, the students become more
comfortable and tolerant when reading English-text. The game
also provides a spontaneous feedback which the research and
student can be checked. Physical point (Exp), money, and item
will reward if reading it correctly.
Language Development Vocabulary
• The students learn and store new vocabulary by
repetitive use and see since some words are required to
crack in order to making progress in quest or teamwork.
• The text-based language activities in the game allow
students to explore and repeat new vocabulary.
• Moreover, MMORPGs offer model of both authentic and
casual vocabulary.
• Using program tools in computer as an immediate
reference (website, dictionary) to identify keywords
Language Development Conversation
• Social network provided in MMORPGs is a key to practise
conversational skill in target language through chatting
(Rankin, Gold & Gooch, 2006)
• The dialogues created by students were varied such as serious
talk (planning war strategy), business (trading), greeting,
search for advice, or shout. A chance to encounter global
players who are native speakers can help them to function
their conversational skill, thus they gain more confident when
using in real world situation
• Students can practice conversation with live players both their
peers, global players, and instructor
• Students experienced language exchange between other
players passively and actively
Language Development Writing
The project adapted the elements in MMORPGs for students to
practise writing in different ways
1.
2.
3.
Using in-game quest as a model (example 1)
One student provided a spread sheet of Zentia guideline for his
peers
Forum and Social network (facebook) comments, and topics
Zentia guideline
created by student
Language Development Speaking Listening
• Role of practicing speaking could be enhanced by
collaborating MMORPGs as a tool for language teaching. The
project used Asda Story for preparing speaking practise
• Each student was assigned to explore a place and land marks
in game. The host (guide) had to tell (make up) the story of
chosen land marks and how important within the area. The
visible surroundings such as trees, monster, or other players
needed to react while gliding
• Obtain and model some live language uses from chatbox
available in game
Language Development –
ELLIS placement test
• To evaluate vocabulary, grammar, and listening skills
developed during the project, a standard test – ELLIS was
performed by the students. The relationships between leaning
language and game play are displayed in the result of the test
the example of ELLIS result from one of the participants, K
Vocabulary
Grammar
Listening
Score
260
235
210
Pre-test
Level
6
5
5
Total level
5
Score
310
285
325
Post-test
Level
8
7
8
Total level
7
Discussion
• The combination of action and virtual ethnography methods
allows the researchers to evaluate SLA and the participants’
Attitude and Motivation when Learning language via
MMORPGs.
• Language learning and teaching are adapted to MMORPG
work;
1. Reading
2. Vocabulary
3. Conversation
4. Writing
5. Speaking-listening
6. Others (e.g. grammar)
Areas for discussion
1. The challenge of being a
researcher in the virtual world
2. Challenges of analysing
video/audio data such as
screen capture
Conclusion
• Initial results from the study indicate that MMORPGs are a
useful vehicle for supporting language learning providing an
informal, safe and community based learning environment
that mirrors a number of elements of the real world.
• Players gain confidence in using their second language
through a variety of communications
• Language skills are transferable between the virtual and real
world.
• In addition students find this method of learning enjoyable
and fun and this provides greater motivation for them to
engage with their language learning and teaching.
Conclusion
• Initial results from the study indicate that MMORPGs are a useful vehicle
for supporting language learning providing an informal, safe and
community based learning environment that mirrors a number of
elements of the real world
•
Explore new place for
learning and playing
•
Accelerate language
growth
•
Know how to
Learning
MMORPGs
outcome
collaborate with
system
people
•
Bridge cultural divine
between target
language and their
own
•
Learn how to think
strategically/laterally
& linearly/ logically
Selected References
• Bartle, R. (2003). Hearts, Clubs, Diamonds, Spade: Players who suit
MUDs. In J. Mulligan & B. Patrovsky (Eds.), Developing online games
(pp.397-435). Boston: New Riders
• Gee, J, P. (2003). What video games have to teach us about learning and
literacy. Palgrave Macmillan
• Klug, C, G., & Schell, J. (2006). Why People Play Games: An Industry
Perspective. In P. Vorderer & J. Bryant (Eds.), Playing video games:
Motives, responses, and consequences. Lawrence Erlbaum Associates
• Pearce, C. (2009). Communities of Play: Emergent Cultures in Multiplayer
Games and Virtual World. Massachusetts Institute of Technology.
• Riding, P, Fowell, S and Levy, P (1995) "An action research approach to
curriculum development". Information Research, 1(1) Available at:
http://InformationR.net/ir/1-1/paper2.html
• Smeets, E. (2005). Does ICT Contribute to Power Learning Environments
in Primary Education? Computers and Education, 44(2005), 343-355