Module 1: Project topic and justification

Massively multiplayer online role-playing games (MMORPGs) employ a model of experiential learning in an online environment. MMORPGs often involve complex situations requiring collaboration to complete assigned tasks. These virtual environments allow for an increased sense of community over traditional chatroom environments (Childress & Braswell, 2006).

Childress and Braswell (2006) provide a solid foundation for understanding the history of MMORPGs, their significance to education as a communication venue, and how MMORPGs such as Second Life can be used for cooperative learning. One issue noted by Childress and Braswell (2006) regarding online education is the difficulty building a sense of community to foster authentic discussions. Online education typically includes substantial amounts of asynchronous communication, which, according to Childress and Braswell (2006), limits discussion. Virtual environments "provide an additional level of personality that is missing from the typical chatroom environment" (2006, p. 188). These virtual environments afford students the opportunity to experience real-world phenomena, which were previously only available through face-to-face interactions (2006).

This research project used the Campus: Second Life project to hold virtual classes for a "graduate-level Foundations of Instructional Technology course in a mid-sized Midwestern university" (Childress & Braswell, 2006, p. 190). The research presented in the article is the preliminary research into improving student and faculty interaction. No sample information was provided, nor was any research data, except that the authors deemed the initial interactions a success (2006). The authors provided information as to how the environment was set up, along with sample activities that could be completed in this virtual learning environment. Several adaptations of face-to-face activities were also included, for example jigsaws and think/pair/share (2006).

This article provides a great introduction to the conceptual foundation of MMORPGs and their educational applicability, but is lacking in data. No information is provided to indicate how the initial components of the project were deemed a success aside from the statement "from student comments and feedback, it appears that the goal of accomplishing a closer-knit class sense of community among class members was accomplished" (Childress & Braswell, 2006, p. 192). Inclusion of survey questions along with student responses would provide readers with a better understanding of student impressions. One also must assume this is a quantitative research study, though no methodology is presented. However, the authors state the article includes preliminary findings, and is not the conclusion of their research project (2006). The authors do include substantial information regarding the virtual environment used for the study, along with detailed theory behind the significance of MMORPGs in online education.

As games become more educationally applicable in the 21st century classroom, and online education becomes more pervasive, virtual environments employed by MMORPGs are becoming more significant. Their importance can be seen in examples of funding; the MacArthur Foundation award $50 million for research on interactions with digital environments (Faris, 2007). Interactive, virtual environments provide important opportunities to online education, including some which take advantage online environments, such as instant travel to places not accessible to traditional students (Childress & Braswell, 2006).

References
Childress, M. D., & Braswell, R. (August 2006). Using massively multi-player online role-playing games for online learning. Distance Education, 27 (2). pp. 187-196. Retrieved from Education Research Complete.

Faris, C. (2007). Game on! Research into children and gaming. Children & Libraries: The Journal of the Association for Library Services to Children, 5(3), 50-51. Retrieved from Educational Research Complete.