Proposal view
| Proposal Type: | Individual Paper |
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| Domain: | Learning and Instructional Technology |
| SIG: | Learning and Instruction with Computers |
| Scheduling category: | Web-Based Learning |
| Type | Submitted Paper |
| Equipment |
Overhead projector |
| Paper Details |
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| Paper type | Empirical |
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| Title | Massively Multiplayer Online Games: Forum Discourse as an Indicator of Literacy Practices and Intellectual Exchange |
| Abstract | Evidence suggests that the world is progressing toward a global, web-centric, and knowledge-based culture. Highly sophisticated modes and methods of communication like Web 2.0 tools and the semantic web of information have enabled these trends. To varying degrees, our schools, workplaces, and recreational outlets have begun to utilize these resources in profound ways. For example, employers are beginning to hire based on skills rather than geographical location. Similarly, participants in online communities often transcend geopolitical and racial boundaries. By consequence, the location, evaluation, and exchange information has become a crucial component in 21st century citizenship. Unfortunately, there are few educational examples that provide a context to study these phenomena. However, there are many authentic examples in which participants regularly employ sophisticated literacy practices. Using a rigorous qualitative methodology and the World of Warcraft’s online forums, 180 posts were samples, coded, and analyzed with regard to 21st century literacy practices. Findings from this study and ties to cognition, learning, and education are discussed. |
| Summary | Overview On a global level, there are clear trends toward a knowledge-based and web-centric workplace (Manpower, 2007). Professionals are being hired based their skills and abilities, rather than their geographic or geopolitical location. The ubiquity of networked technologies greatly influences the manner in which we communicate, exchange ideas, collaborate, and work (Bruce, 2002; Society of College, National, and University Libraries, 1999, Manpower, 2007). Social networking sites (e.g., Facebook), collaborative authoring tools (e.g., Wikis), and/or immersive environments (e.g., Second Life) have created new opportunities to consume and produce information. Users create images, videos, texts, and more to work together on ideas about all topics. As a consequence, greater emphasis is placed upon the cognitive skills associated with reading, literacy, and the multiliteracies associated with virtual environments. Collectively, the presentation, consumption, and production of information across resources and modes have given rise to a wide array of cognitive demands and educational challenges. In many countries (e.g., Australia, the United Kingdom, the United States), there is a push toward understanding multiliteracies and the associated educational contexts (Bruce, 1997; Kitson et al., 2007; Lawless & Schrader, 2008a; Leu 2000; Leu & Kinzer, 2000; New London Group, 1996; SCONUL, 1999). However, there is a paucity of authentic, educational contexts in which researchers might examine the development and implementation of emerging multiliteracies (Lawless & Schrader, 2008a; Schrader, Lawless & McCreery, in press). Although their primary purpose is entertainment, Massively Multiplayer Online Games (MMOGs) are environments in which multiliteracy skills are regularly implemented (Schrader & McCreery, 2006; Schrader et al., in press). They are designed to be open-ended and highly social and offer players an opportunity to participate in well-developed virtual communities. To succeed, players interpret social cues regarding the authenticity and trustworthiness of information (Schrader, Lawless, & McCreery, in press). Players also gather, analyze, and comprehend information from multiple sources, both internal (e.g. text-based communication and artificial intelligence feedback) and external (e.g. forums and strategy pages) to the system (Schrader et al., in press; Schrader & McCreery, 2007). Players exchange ideas, post links on forums, support one another, and collaborate (Gee, 2003; Squire, 2006). As a result, this paper will explore the literacy exchanges within the official World of Warcraft (WoW) forums, a highly popular MMOG. In particular, we are interested in the nature of players’ posts, what information they contain, how the information is presented to the community, and how the community responds to various types of posts. Methods and Procedures: Data Collection and Coding In order to address the research questions, data from the official WoW forums that have been divided according to varying levels of social interaction. Specifically, posts from nine forums created based upon players’ in-game abilities were sorted by the maximum number of replies. A total of 180 posts were logged. Literacy and content experts analyzed posts for themes related to the exchange of information online using the following coding criteria: the source of the information (e.g., facts, personal experience, etc.), purpose of the post (e.g., a rant, question, etc.), the form or function of the post (e.g., narrative, command, belief, etc.), inter/intra textuality, and flow or direction of information (i.e., requesting content or providing information to the community).Results The data were coded in many ways. First, they were analyzed based on whether the author was contributing information, requesting information, or simply making a social post (i.e., information flow). Analyses indicated that 20.5% of posts were neutral, 33.9% of posts pushed information to the forum, and 45.6% of posts pulled information from the forum. Further analysis revealed that there were significantly more pulls than other types of posts [X2 (3, N = 180) = 80.933, p < 0.01].The data were also coded with respect to the nature of the content. Posts were or were not germane to game-related content and activities. Overall, the results indicate that players remained focused on game content (81.7%) with very few posts pertaining to off-domain ideas (e.g., routers, computers, etc.). This difference was also significant [X2 (1, N = 180) = 72.200, p < 0.01]. When examining the data, authors sometimes referenced other material. However, players do not appear to reference these resources with greater frequency than those who do not (55.0% and 45.0% respectively). However, two types of multi-text behavior became evident. Players sometimes referenced content within the WoW forums (i.e., intra-textuality). Players also referenced material outside the WoW community (i.e., inter-textuality). When referencing sources, players focus on the content found within the forums (88.3%) rather than information from other resources or sites (11.7%), [X2 (1, N = 94) = 55.149, p < 0.01]. A MANOVA that was applied to the data using information source, purpose, function, and flow as the independent factors and number of replies as the dependent factor did not reveal any significant differences. Discussion and Conclusions These data describe a variety of methods that players use to communicate information. Authors referenced other sources regularly while remaining on topic/domain. Although there is an abundance of external information, players most frequently cite material from within the immediate community. Further, players more regularly request information from the community rather than contribute information. Sometimes termed “lurking,” this behavior may correspond to a net loss of distributed knowledge within the community (Lawless & Schrader, 2008b).In general, the forum behavior of WoW players is complex; they make posts for a variety of reasons, do so using a variety of methods, and generally reference other resources while doing so. While this population may be idiosyncratic to a game designed for entertainment, recent trends in education have included the integration of similar socially constructed, information rich tools such as blogs and wikis into all levels and types of classrooms. As a result, understanding the nature of posts and replies in an authentic community of practice like WoW may inform our instructional decisions and practices. By gaining insights into the exchanges exhibited within these complex spaces, researchers and practitioners alike can begin to more accurately target behaviors indicative of those who successfully navigate a knowledge-based society. |
| Keywords | Educational Technology Reading Web-Based Learning |
| Appendices | |
| Authors | ||||||
|---|---|---|---|---|---|---|
| Name | Surname | Institution | Country | EARLI Number | Presenting | |
| PG | Schrader | University of Nevada, Las Vegas | United States | pg.schrader@unlv.edu | * | |
| Kimberly A. | Lawless | University of Illinois, Chicago | United States | klawless@uic.edu | ||
| Michael | McCreery | University of Nevada, Las Vegas | United States | mccreery@unlv.nevada.edu | ||
