Figure 3 - uploaded by Constance Steinkuehler
Content may be subject to copyright.
Source publication
For those with a vested interest in online technologies for learning, the knowledge and skills that constitute successful participation in massively multiplayer online games (MMOs) places these games squarely among the most promising new digital technologies to date. In this article, the author broadly outlines the qualitative results of a two and...
Context in source publication
Context 1
... MMOs, individuals engage in collaborative problem solving as a key component of regular gameplay. Here, groups of five or more players join together to tackle problems more challenging than one person alone could typically solve. For example, in World of Warcraft, players regularly enter "instances" or "raids" together to battle monsters of various sorts while making their way through, say, a dungeon or a jungle outpost (see Figure 3). Such gameplay is called "instancing" or "raiding" since, as the game is designed, the software renders the chosen area of the world as a single instance that only those members of the group can access, thereby allowing them to proceed through the game content without interruption from other players within the game space. What is curious about such activities is not the software's rendering of the content per se but rather the way in which such groups function in order to succeed. Specifically, in such endeavors, a core group takes the given task or project through completion from planning through to follow-up, functioning only on a semi-permanent basis by dissolving once the goal is completed. The group is comprised of individuals from different functional areas (for example, a healer versus a damage-dealer) yet redundancy or overlap is built into such configurations so that, should any one person need assistance, another group member is able to take up the proverbial slack. Instancing groups (or raid parties) are self- managed, with a group goal (e.g., completion of the given dungeon area) yet individual accountability (e.g., the healer must successfully heal or risk policing of their behaviors if not outright removal from the group). Such structural features are important, as they not only describe collaborative problem solving within the game but also, as luck might have it, collaborative problem-solving within many contemporary workplace settings. They are, in fact, cross-functional teams (Fredericks, & De Lia, 2005;Lindborg, 1997;Michalski, 2005;Parker, 2002) -a key feature of many of today's "new capitalist" corporate workplaces such as those found in global financing or technology. In effect, the structures of collaboration found in online games parallels the structure of collaboration that increasingly marks high-end workplaces. While it seems counter-intuitive that running instances with joint problem-solving groups in the context of a game might train an individual for teamwork in today's workplace, the similarities between the two forms of collaboration are quite striking and therefore warrant further ...
Similar publications
This article shows the basic effects of the integration of 3D information in urban GIS. It presents from a user point of view the reasons why 3D information is not widely used. This study is only conceptual and is free of any technical constraints. The underlying statement is that, in a first approach, all urban phenomena should be considered in 3D...
Developers are the first people who come to an empty world and make it habitable. In online virtual worlds, developers are 3D artists, architects, cloth designers and other talented and enthusiastic individuals with a passion for 3D modeling. Their joint creative efforts make virtual worlds possible. In this report, we share our experience on close...
Citations
... Steinkuehler and Holt & Kleiber emphasized the importance of teamwork and collaborative problem-solving gameplay in these multiplayer online games as a unique medium [1,2]. In addition, its effectiveness as an emerging form of entertainment and social interaction has also been confirmed by Gallup et al. and its potential to reduce social anxiety [3]. ...
... This kind of collaboration is the epitome of real-world teamwork. Players can develop transferable skills, including strategic planning and effective communication, which can improve their professional and personal lives [1,2]. This emphasis on collaboration is not limited to strategic planning but extends to fostering interdependence among players. ...
... In a game that requires the participation of many players, most situations have several players having to collaborate to make live decisions in a noisy and mutable environment [1,2]. Major orders in Helldivers™ 2 represent just such a form of player involvement. ...
Multiplayer Online Games (MMOGs) have taken off because this genre can influence players thinking and behavior, especially those who participate most. Nevertheless, current studies do not account for their double effect very well. This study investigates the mental and social impact of MMOGs on their capacity for strategic thinking, problem-solving, and sociality while also dealing with risks such as addiction and interpersonal conflicts. These conclusions suggest that the MMOGs develop cognitive ability through collaboration and flexibility and social bonds through cooperation and commonality of purpose. Thus, it could also be another way of socializing. Nevertheless, the addictive nature of such games has ill effects, such as overplaying, social marginalization, and behavior disputes. From these results, this paper recommends several suggestions for game design optimization: fair reward mechanisms, inclusive norms, and added aspects to reduce the chances of addiction. These proposals seek to maximize the positive side of MMOGs while considering their challenges.
... Previamente se han realizado otros estudios que describen los videojuegos como espacios idóneos para el desarrollo de la creatividad, el pensamiento crítico, la resolución de problemas y el fomento de habilidades de colaboración (Gee, 2003;Steinkuehler, 2008; Contreras Espinosa, Eguia y Solano, 2011) y también se ha descrito cómo aprenden a jugar a videojuegos (Scolari y Contreras-Espinosa, 2019). ...
... Los adolescentes crean, producen y comparten cada vez mas contenidos mediáticos a través de Internet y las redes sociales (Buckingham, 2008) y participan en comunidades de aprendizaje en torno a los videojuegos (Steinkuehler, 2008). Estas actividades dan como resultado una alfabetización transmedia (Scolari, 2018) como una práctica significativa y que destaca por su capacidad de mezclar de manera significativa el contenido de los medios, como actividad central dentro de las prácticas de los jóvenes, en constante evolución y utilizada fuera de las instituciones formales (Jenkins et al., 2006). ...
Las redes sociales también han propiciado nuevas formas para entablar relaciones, en el trabajo, intercambiar información en la universidad, compartir o trabajar de manera colaborativa se amplia la forma en que los jóvenes trabajan e interactúan con las redes sociales en la educación, utilizando, por ejemplo, Instagram.
... Previamente se han realizado otros estudios que describen los videojuegos como espacios idóneos para el desarrollo de la creatividad, el pensamiento crítico, la resolución de problemas y el fomento de habilidades de colaboración (Gee, 2003;Steinkuehler, 2008; Contreras Espinosa, Eguia y Solano, 2011) y también se ha descrito cómo aprenden a jugar a videojuegos (Scolari y Contreras-Espinosa, 2019). ...
... Los adolescentes crean, producen y comparten cada vez mas contenidos mediáticos a través de Internet y las redes sociales (Buckingham, 2008) y participan en comunidades de aprendizaje en torno a los videojuegos (Steinkuehler, 2008). Estas actividades dan como resultado una alfabetización transmedia (Scolari, 2018) como una práctica significativa y que destaca por su capacidad de mezclar de manera significativa el contenido de los medios, como actividad central dentro de las prácticas de los jóvenes, en constante evolución y utilizada fuera de las instituciones formales (Jenkins et al., 2006). ...
Las Redes Sociales se han convertido en parte de nuestras vidas brindando nuevas formas para entablar relaciones, interactuar, intercambiar información, compartir, e incluso, han propiciado un cambio en los modos en los que nos comunicamos. Estos medios sociales, se pueden entender como sistemas que permiten establecer relaciones de diversas maneras, construir y fortalecer redes sociales, además de ser un espacio en el cual se da el intercambio de diversa información. De manera general, los adolescentes acuden a medios como Instagram, YouTube, Tik Tok, Twitch, Twitter, Discord o Reddit, entre otros medios a los que tienen acceso. En España, el ‘Estudio de Redes Sociales 2021’, elaborado por IAB Spain y Elogia, indica que las redes sociales más utilizadas por número activo de usuarios, son: Whatsapp (se mantiene como la red social con más usuarios), seguida de Facebook y YouTube (con un porcentaje de uso muy similar), TikTok (la red que más crece) y en cuarto lugar Instagram. Twitch y Discord se posicionan como las redes sociales donde los usuarios pasan más tiempo, pues el contenido que muestran, se presta a que su consumo en horas sea mayor.
... Situated conversations, when put at the service of disciplinary content help students to develop adequate mental models of scientific phenomena (Corredor, 2018). Then, it must not be surprising that in games, despite cognitive load, students engage in information seeking behavior, argumentative interaction, and collaborative problem solving, which contributes to the development of varied types of literacy and scientific habits of mind, such as modeling and systemic thinking (Martin and Steinkuehler, 2010;Steinkuehler, 2008;Steinkuehler and Duncan, 2008). It is in the context of situated conversations that video games become a core element to support the development of argumentative skills and the comprehension of domain-specific theories (Gaydos and Squire, 2012;Squire and Durga, 2009). ...
This article explores why certain types of conversations are effective to develop disciplinary knowledge during video game play while others are not. In particular, we analyze conversations among students playing an educational video game that focuses on the process of viral replication. To do so, we use an emergent qualitative coding strategy. In this process, we identify three different types of conversational patterns: general, content and situated conversations. General conversations are not related to biology or other class topic. Content conversations are related to class content, but they do not involve the different sources of information available for students. Situated conversations delve into disciplinary knowledge by connecting gameplay with the information available in the educational materials. Situated conversations support the development of disciplinary knowledge by presenting the symbolic devices of the domain and bringing expert knowledge to the learning situation.
... Online VWs offer different types of collaborative activities in which youth, including neurodiverse populations [7,8], can participate. Activities include engaging with gameplay narratives to solve problems and challenges, forming teams or "guilds" to collaborate and organize events, creating visual design such as making avatars and decorating assets, practicing digital literacy skills such as coding and writing, and developing scientific habits of mind through roleplay [9][10][11][12][13]. Playing in these online gaming platforms also fosters a sense of belonging and supports friendship development, which is essential for youth's socio-emotional development. ...
Technology plays an essential role in shaping youth’s communication and social interactions in online multiplayer games. Due to physical distancing restrictions during the COVID-19 global pandemic, online multiplayer games like Minecraft and Roblox are well-positioned to amplify healthy communication/social connections and mitigate the impact of social isolation. Research so far has been focused on how these gaming environments support youth development from the perspectives of individual stakeholders (e.g., caregivers, educators, designers, and developers). However, features of these games, such as communication and parental controls, are often misaligned with the ways in which children develop communication and social skills. Using a series of case studies of popular virtual worlds and online games, this paper provides an analysis of critical design features that serve youth throughout different stages of childhood and early adolescence. We offer three main contributions: (a) a comparison matrix of similarities and differences in communication and control features between platforms; (b) an evaluation of design features in selected virtual world platforms that promote safe and positive social interactions; and (c) a method for cross-platform comparison aimed at helping researchers, designers, and practitioners examine specific dimensions of social communication and play experience in virtual worlds.
... Scholars consider that video game players develop and apply different skills from those necessary for reading: they learn to make decisions and act within a dynamically changing environment (Miller, 2008;Pérez and Contreras Espinosa 2018;Wagner, 2006). However, as cited in Bebbington and Vellino (2015), previous studies have shown that video games provide cognitive competencies that build informal learning skills by means of letting players think, talk and read (Gee 2007;Steinkuehler 2008). ...
The main objective of this article is to analyse informal learning processes in the field of video games. As many teenagers are engaged in these kinds of practices, the big question is: How do teens learn to play video games? In most cases they do not learn to play video games at school or with their parents, and therefore it is necessary to map and analyse these informal learning strategies (ILS). The aims of this article are to identify the main ILS that teens apply as they acquire and improve their video game literacy, and to develop a series of categories for analysing and classifying these informal learning experiences. After briefly outlining the situation of ILS and teens’ transmedia skills, in the context of a general reflection on information literacy (IL) and transmedia literacy (TL), the methodological aspects of research and fieldwork in eight countries is described. A taxonomy of ILS related to video game practices is also presented. The research team identified six modalities of ILS (learning by doing, problem solving, imitation, playing, evaluation and teaching) and expanded them with four main categories (subject, time, space and relationships) that contain a series of oppositions. This set of modalities, categories and oppositions should be considered as a first step in the construction of a set of analytical tools for describing and classifying ILS in the context of teens’ video game experiences.
... Literature reviews of GBL are almost exclusively confined to serious gaming (computer games designed for training, rehabilitation, marketing, or social improvement), or other forms of digital gaming including massive multiplayer online gaming (MMOs) which are adapted for classroom use (Connolly, Boyle, MacArthur, Hainey & Boyle, 2012;Backlund & Hendrix, 2013;Jan, 2013;Qian & Clark, 2016). Given the popularity of MMOs (a reported 8 million players of World of Warcraft, for example) and the generous funding for research into the commercial application of digital games by the Gates and MacArthur Foundations (Vu & Feinstein, 2017;Steinkuehler, 2008), it is not surprising that research in the area of digital games is prominent. ...
STEM has been a focus of global education reform. In the Caribbean, Science and Mathematics are core STEM areas that are targeted for educational improvement. In Trinidad and Tobago, educators are encouraged to use game-based approaches to support the stated cognitive and affective learning outcomes of the Mathematics and Science curricula. This paper presents outcomes and perspectives related to teaching and learning in Mathematics and Science of Grade 6 students and their teachers who were exposed to non-digital game-based approaches. In Mathematics, reinforcement of 2D and 3D concepts in geometry took place through Gamification involving team competitions creating Tangrams and Origami models. In Science, student teams played the board game Extinction to enhance and reinforce issues and concepts of conservation. Learning outcomes were measured via a pre-test-post-test intervention design.
... This is a key contribution for studies of new media use and academic learning: SNS-use was not always linked to poorer academic performance. In using SNS, it could be the case that students who in the past either did not or just minimally produced and or consumed texts (e.g., writing letters and/or essays, reading books and/or newspapers) are now both producing and consuming texts in their posts on SNS with concomitant increases in literacy (Greenhow, 2011;Steinkuehler, 2008). Further, with the pervasiveness of smartphones in our lives, reading messages and searching information from SNSs is becoming an increasingly often carried out digital experience. ...
... Connecting people and forming communities is critical. This is apparent with massively multiplayer online games (MMOG) and massively multiplayer rpg (MMORPG) games [Steinkuehler 2008]. Online games offer opportunities for socializing, exploring, and even achieving recognition [Bartle 1996]. ...
This paper presents a survey on video games in learning and education, including patterns and trends in technologies and correlations in popularity with regard to the entertainment industry. The fact that games have the ability to engage and captivate a person's attention for long periods of time, while offering numerous additional benefits, such as, developing high-level thinking skills, is extremely attractive and important. The capacity to unconsciously learn and master complex concepts through video games has enormous benefit in learning (beyond simple `educational' games, such as, sharpening focus, responsiveness, and collaborative working). As we show in this paper, research dating right back to the early 1980s has consistently demonstrated that playing computer games (irrespective of genre) develops faster reaction times, improved hand-eye co-ordination and raises players' self-esteem. We review video game literature in the area of education (and learning) and how technologies are changing traditional learning paradigms (e.g., mobile devices and virtual reality). What is more, we also review the disadvantages of video games in certain contexts and debate the reasons for their failures - but more importantly what measures are necessary to ensure video games facilitate as an educational `aid' and not a `hindrance'. Having said that, we deliberate on questions, such as, what makes an `educational game' and how is the design and structure different from a traditional `video game'? Above all, educational video games have changed enormously over the past few decades, with a greater emphasis on understanding the audience, learning objectives and evaluation mechanisms to `guarantee' the game is successful and accomplishes its end goal - as we discuss, this is embodied by a whole assortment of elements, from psychology, age, gender and technological factors to social and usability development. In conclusion, video games connect with a vast assortment of areas, such as, medicine and robotics, but most importantly, education and learning. With video games one of the largest growing sectors, we contemplate how past research and recent developments in technologies are changing the learning and educational sector for the better, thereby gaining insights into future strength and directions.
... Wikis. These thinking processes support scientific literacy (Binkley et al., 2016), and develop scientific reasoning skills that students struggle with in the classroom (Steinkuehler, 2008b). ...
