Steinkuehler, Constance A. "Learning in massively multiplayer online games." Sixth International Conference on the Learning Sciences. Kafai and Sandoval and Enyedy, N. and Nixon and Herrera, F. Erlbaum, 2004.
http://portal.acm.org/citation.cfm?id=1149126.1149190
ABSTRACT
Given their increasing domination of the entertainment industry and wide spread popularity among a wide range of populations, massively multiplayer online videogames (MMOGs) are quickly becoming the form of entertainment and a major mechanism of socialization. Researchers have taken notice, and educational MMOGs are now beginning to emerge; however, there is a paucity of research on the actual culture/cognition of MMOGameplay, despite its necessity for sound theory and viable design. This paper outlines an ongoing cognitive ethnography of a currently thriving MMOG. Using discourse analytic methods, this project is developing a "thick description" (Geertz, 1973) of naturally-occurring gameplay, paying particular attention to the forms of socially and materially distributed cognition that emerge, the learning mechanisms embedded within community practice, and the ways in which participation shapes and is shaped by the situated (on-and off-screen) identities of its members. After outlining the data collection and analysis methods used, I present an illustrative analysis of selected data and preliminary findings specific to learning within this new virtual space for play.
http://portal.acm.org/citation.cfm?id=1149126.1149190
ABSTRACT
Given their increasing domination of the entertainment industry and wide spread popularity among a wide range of populations, massively multiplayer online videogames (MMOGs) are quickly becoming the form of entertainment and a major mechanism of socialization. Researchers have taken notice, and educational MMOGs are now beginning to emerge; however, there is a paucity of research on the actual culture/cognition of MMOGameplay, despite its necessity for sound theory and viable design. This paper outlines an ongoing cognitive ethnography of a currently thriving MMOG. Using discourse analytic methods, this project is developing a "thick description" (Geertz, 1973) of naturally-occurring gameplay, paying particular attention to the forms of socially and materially distributed cognition that emerge, the learning mechanisms embedded within community practice, and the ways in which participation shapes and is shaped by the situated (on-and off-screen) identities of its members. After outlining the data collection and analysis methods used, I present an illustrative analysis of selected data and preliminary findings specific to learning within this new virtual space for play.
