103524003 葉家齊 3D Role-playing Games as Language Learning Tools

Abstract

Leveraging the experiential cognition and motivational factors of 3D games, we conduct a pilot study that utilizes Ever Quest 2 as pedagogical learning tool for English as a second language (ESL) students. We combine the benefits of massive multiplayer online role-playing games (MMORPGs) and second language methodology to create a digital learning environment for second language acquisition (SLA). Rather than using traditional computerassisted language learning (CALL) software, we explore the immersive, virtual environment of Ever Quest 2 as ESL participants assume virtual identities and engage in social interactions within the game world. We suggest that language becomes a crucial artifact for character development and completion of game tasks in the virtual world. Preliminary results demonstrate that Ever Quest 2 intermediate and advanced ESL students increase their English vocabulary by 40 % as result of game play interactions with non-playing characters (NPCs). Furthermore, intermediate and advanced ESL students practice their conversational skills with playing characters (PCs), generating a 100 % increase in chat messages during eight sessions of game play. These results lead to the conclusion that MMORPGs can provide motivation and adequate language learning support for intermediate and advanced ESL students. Categories and Subject Descriptors (according to ACM CCS): CCScatK.3.1Computer Uses in Education, Computer Aided Instruction 1.

1.      Introduction
Though video games have been criticized as being mindless entertainment with no educational value or content, Gee [Gee03, Gee04] and others argue that video games model effective learning practices [BDM05, Gee03, Gee04,Kos05, Mai02, Pre01]. Game play experiences foster learning in the virtual world as players accomplish game tasks. Pillay et al. [PBW99] support the theory that recreational video games engage players in complex cognitive processes that are employed in problem-solving tasks. Thus, video games increase players’ cognitive abilities which transfer to learning
in the real world [BDM05,Gee03,Gee04,Kos05,Nor93, Pre01,PBW99]. Game designers utilize motivation to entice players to numerous hours of game play [FSH04]. Players attribute successful game play to the following components:

1. freedom to explore an immersive, virtual environment that adapts to player’s skills

2. clear goals and objectives that determine game progression

3. resources that enable players to complete game tasks

4. and visually displayed feedback (e.g. level of difficulty) that informs players’ decisions and outcomes [BDM05, FSH04]. The components of game play are ideal for creating effective digital learning environments. If we replace "player" with "student," then we have the model for the active, constructive learner [BDM05, Gee03, Gee04,Kos05, Pia70]. Learning is an active, personal experience that allows the student to reflect on what they know (e.g. beliefs, ideas, misconceptions, etc.) and how this knowledge shapes their understanding of the world and sense of self [Pia70]. Gamebased learning refers to embedded instructional content in video games [BDM05,Gee03,Gee04]. Though video games provide motivation for learning, game-based learning does not necessarily result in positive learning outcomes. Research shows that embedded instructional content does not necessarily lead to positive learning outcomes [EAB02]. In contrast, game informed learning uses game play components to facilitate learning process. Game-informed practices give students an opportunity to learn concepts in a situated manner. For example, students who play video sports games (i.e. football) learn about the rules of the game and the social practices (e.g. huddle to discuss strategy) associated with the game. Rather than evaluating computer games for their educational content, Gee recommends emulating the characteristics of games for traditional and informal learning environments. Our research examines the novel application of roleplaying games that support learning. Using a subset of gameinformed practices, we conduct a pilot study using the Massive
Multiplayer Online Role Playing Game (MMORPG) Ever Quest 2 for second language acquisition.

6. Conclusion
As with the use of any technology for educational purposes, video games can be a blessing and a curse. Rather than blindly assuming that the benefits of games will transfer to learning in any domain for students of various backgrounds, both educators and designers of instructional technology must develop appropriate methodology for evaluating games
as learning artifacts. We have proposed a methodology that evaluates MMORPGs as pedagogical tools for second language acquisition. Using Natural Language Processing toolsto  analyze data files, we have conducted a pilot study of ESL students’ game play activities and social interactions within the virtual world of Ever Quest 2. We posit that Ever Quest 2 provides a rich environment that is well suited for building ESL students’ vocabulary. Provided ESL students possess intermediate level English proficiency skills, Ever Quest 2 has the potential to improve students’ conversational skills as well. Beginner ESL students might benefit from a more traditional computer-assisted language learning environment, featuring structured learning modules that explicitly identify learning objectives and supply detailed explanations of the target language. We perceive this pilot study to be the first step towards developing our own computer game for mainstream literacy skills. Though this study involves a small sample size, the results serve the purpose of illuminating the complex problems that intersect both game design principles and language learning strategies. Subsequent research involves modifying Ever Quest 2 to better support second language acquisition while purposefully incorporating second language teaching methodology in the game design. Currently, Ever Quest 2 supports plug-ins that can be customized for language learning goals and implemented in the game interface. One such plug-in would be an in-game dictionary that would assist ESL students with acquiring new vocabulary as well as English translation skills. Future work includes a more rigorous

From:http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.151.8843