Citation

Schrader PG, McCreery M. Educ. Technol. Res. Dev. 2008; 56(5-6): 557-574.

Copyright

(Copyright © 2008, Association for Educational Communications and Technology, Publisher Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s11423-007-9055-4

PMID

unavailable

Abstract

Educational learning environments have changed dramatically in the last 20 years. Advances in technology have enabled the World Wide Web and a sundry of other tools. In response, many researchers have argued that one way to understand learning in a complex world is to examine user interactions within Massively Multiplayer Online Games (MMOGs) [Gee (2003). What video games have to teach us about learning and literacy. New York: Palgrave/St. Martin's; Squire (2003). Educational Researcher, 35(8), 19-29; Young, Schrader, & Zheng, 2006]. However, few empirical investigations have explored MMOGs as a context for learning. As a result, a 20-item, Likert-type instrument was administered to 2140 participants who actively play MMOGs. Items were designed to measure players' gaming experiences as they developed requisite skill sets and learned game content. Specifically, this investigation examined how participants' age ranges and levels of expertise relate to behaviors, strategies, and skills exhibited with an MMOG environment. Although results are not necessarily conclusive, implications for understanding gaming expertise in contemporary educational environments are discussed. KW: Violent Video Games

Language: en