MMORGs for Language Learning

Sandra A. RogersUniversity of South Alabama

Can massive multi-player online role-playing games (MMORGs) enhance second language acquisition?

Outline

1. Define MMORGs2. Discuss 5 research studies

utilizing MMORGs3. Share benefits & drawbacks of

using MMORGs as an instructional strategy for English language learners (ELLs)

Examples include…

Ever Quest 2

Nori School

The Sims

Trace Effects

World of Warcraft

Commercial adventure game

Educational English language game developed by Korean company

Commercial community game

Educational English language game developed by US State Department

Commercial adventure game

Violent Non-violent

Non-violent

Non-violent

Violent

MMORGs provide PBL scenarios

Gaming provides situated learning of content in a problem-based learning (PBL) format (Brown, Collins, & Duguid, 1989).

PBL provides meaningful learning, resulting in deeper understandings & longer retention (Hung, Bailey, & Jonassen, 2003).

Socially mediated understanding of role-playing within an online community of users

EverQuest2.com

Rankin, Gold & Gooch (2006) researched whether there was sufficient support for ELLs within the game.

Students played 4 hours a week for a month without any English language instruction, material or e-dictionary.

They analyzed their game log scripts & the language encountered through nonplaying characters for vocabulary testing .

EQ2 Study Findings

Participants increased their English language vocabulary by 40%. Why?

EQ2 provides opportunities for the characters to speak.

Nonplaying characters provided support by modeling language.

The more they modeled, the higher the accuracy in vocabulary meaning.

TheSims.com

Miller and Hegelheimer (2006) conducted a 5-week study with ELLs to test whether The Sims could be used with supporting material to teach vocabulary & grammar.

No English speaking opportunities, so they added specific vocabulary & information about cultural features in daily language support materials.

Groups: 1) game only, 2) mandatory daily English language support material+game, 3) game+voluntary support+e-dictionary

The Sims’ Study Findings

They found that participants in the second treatment group (with mandatory daily support) learned 30 new words through exposure with the game. Why?

The game rules, virtual shopping catalogues & various other nonverbal information updates supply a rich written language environment.

Supplemental ELL support material

Another Study with The Sims

Ranalli (2008) replicated the Miller and Hegelheimer study with The Sims.

DIFFERENCE: Participants were paired with different

language speakers to optimize their use of English language while gaming.

Groups: 1) game only, 2) game+ supporting English material,

3) game+ e-dictionary

The Sims Study Findings

All groups demonstrated a 14% increase from using The Sims. However, the treatment group with the English language materials-plus-game yielded the highest mean on the vocabulary posttest (Ranalli).

Cyber.NoriSchool.com

Suh, Kim, and Kim (2010) conducted a 2-month study in Korea with 220 fifth & six grade ELLs with a MMORG and compared that to face-to-face instruction. They used the Nori School educational game, while the control group only received F2F instruction.

Nori School Study Findings

Students who participated in MMORGS outperformed their peers in the control group in the following English skills: listening, reading, and writing. 5.4 % overall gain for MMORG group.

MMORGs as Extracurricular Activities

Sylvén and Sundqvist (2012) conducted a vocabulary study in Sweden with ELLs in grades 4-6 using MMORGs for extracurricular activities. Their study focused on whether the amount of time spent on extracurricular gaming activities correlated to their English language abilities.

MMORGS as Extracurricular Activities Findings

Different types of gamers emerged: non-gamers, moderate gamers, & frequent gamers.

Boys reported playing violent games, while girls played nonviolent ones.

Frequent gamers read fewer books. The researchers found a positive

correlation between game usage & English language ability.

Benefits

MMORGs create a community of motivated language learners.

Nonplaying characters provide model language support for cultural, vocabulary & literacy development

Quickly increase participants’ vocabulary

Learner fit, meaning focus, authenticity, positive feedback & practicality (Chapelle, 2001)

Drawbacks

Students shared mixed feelings about how helpful the game and/or the supporting material were in language acquisition (Ranalli).

Limitation of learning grammar (Rankin). A gender difference was identified with

boys being more skilled at gaming; female ELLs who were novice gamers would be at a disadvantage if MMORGs were used in the English language classroom (Sylvén and Sundqvist ).

Questions?

Sandra RogersInnovation in Learning CenterUniversity of South Alabama

sandrarogers@southalabama.edu

Twitter @teacherrogers

References

Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning.Educational Researcher, 18(1), 32–42.

Chapelle, C.A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge, MA: Cambridge University Press.

Hung, W., Bailey, J., & Jonassen, D. H. (2003). How effective is problem-based learning? In D. Knowlton & D.C. Sharp (Eds.), Problem-based learning for the information age. San Francisco, CA: Jossey-Bass.

References continued

Miller, M., & Hegelheimer, V. (2006). The Sims meet ESL: Incorporating authentic computer simulation games into the language classroom. International Journal of Interactive Technology and Smart Education, 3(4), 311–328.

Rankin, Y., Gold, R., & Gooch, B. (2006). 3D role-playing games as language learning tools. EUROGRAPHICS, 25(3).

Ranalli, J. (2008). Learning English with The Sims: Exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441–455.

References continued

Suh, S. S., Kim, S. W., & Kim, N. J. (2010). Effectiveness of MMORPG-based instruction in elementary English education in Korea. Journal Of Computer Assisted Learning, 26(5), 370-378. doi:10.1111/j.1365-2729.2010.00353

Sylvén, L. & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3): 302-321. doi:10.1017/S095834401200016X

Waters, J. K. (2007). On a Quest for English. T.H.E. Journal, 34(10), 27-28.