ALT-C 2012 Lessons Learned on Virtual Ethnography

1. ALT-C 2012Lessons Learned on Virtual Ethnography I Northumbria University – Newcastle upon Tyne, UK Isara Kongmee, Dr. Rebecca Strachan, Dr. Alison Pickard

2. “When people learn to play video games, they are learning a new literacy” (Gee, 2005: 13)

3. 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

4. Research Questions • What role can MMORPGs play in supporting second language learners? • How can MMORPGs be used to support learning in formal and informal contexts? • How do L2 learners perceive their language development when using a MMORPG? • Do L2 learners enjoy playing MMORPGs as a tool for second language learning?

5. 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. Mini-map/helping system 4. Dialogue bubble 3. monster 5. Other player 6. Player’s avatar 7. Utilized bar 9. Chat box 8. Hotkeys

6. 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.

7. Motivation :Intrinsic motivation • Intrinsic motivationrefers to doing something because it is inherently interesting or enjoyable (Connolly et al, 2006) individual factor interpersonal factor • Malone & Lepper (1987) Intrinsic motivation factors and MMORPGs challenge recognition fantasy competition curiosity MMORPGs co-operation control

8. 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

9. 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

10. Tutorial exams/Tasks 1. Pre-test, and post-test. (real world) • Using ELLIS placement3 - This is a standard computer – based English test: vocabulary, grammar, and listening _________________________________________________ 2. During the game exercises, example; (virtual world) • Run a tour activity for their peers to participate. This activity tested speaking-listening skills • Gap-fill and answering the questions related to game play –Quest box imitation • Game related writing experience

11. Methodology learners Virtual Ethnography (tasks) hidden known (observe) Action Research

12. 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

13. Method II: Action research • Real 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 • Virtual World • 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

14. 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

15. 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.

16. 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

17. 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

18. Language Development - Writing The project adapted the elements in MMORPGs for students to practise writing in different ways • 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

19. 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

20. 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

21. 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)

22. Areas for discussion • The challenge of being a researcher in the virtual world • Challenges of analysing video/audio data such as screen capture

23. 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.

24. 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 collaborate with people • Bridge cultural divine between target language and their own • Learn how to think strategically/laterally & linearly/ logically Learning system MMORPGs outcome

26. 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