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UNIVERSIDADE FEDERAL DE SANTA CATARINA CENTRO DE COMUNICAÇÃO E EXPRESSÃO DEPARTAMENTO DE LÍNGUA E LITERATURA ESTRANGEIRAS — DLLE
DOTA 2 AS A TOOL FOR DEVELOPING PLAYERS’ LANGUAGE SKILLS IN ENGLISH: APPLYING THREE LEARNING PRINCIPLES TO THE CONTEXT OF THE GAME
HUDSON COGO MOREIRA
Trabalho de Conclusão de Curso
Florianópolis
December, 2013 2
DotA 2 as a Tool for Developing Players’ Language Skills in English: Applying Three Learning Principles to the Context of the Game
Trabalho de Conclusão de Curso (TCC) para a disciplina LLE7462 do Departamento de Língua e Literatura Estrangeira do Centro de Comunicação e Expressão da Universidade Federal de Santa Catarina — Curso de Letras — Língua Inglesa e Literaturas, como requisito parcial para obtenção do título de Bacharel em Letras — Língua Inglesa e Literaturas.
Orientadora: Dra. Viviane Maria Heberle. Co-orientador: MSc. Fernando Silva.
BANCA EXAMINADORA
Profª. Dra. Viviane Maria Heberle
MSc. Fernando Silva
Dr. Gustavo Althoff
Florianópolis
December, 2013
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Acknowledgements
First of all, I would like to thank my parents — Maria de Lourdes Cogo Moreira, my mother, and Ozéas Batista Moreira, my father — for the opportunity they gave me to study in a University and only have to be concerned with my academic journey. Furthermore, I thank my parents for also giving me the opportunity to become a video game player when I was just five years old.
Secondly, I want to thank my girlfriend, Karine Tiemi Yudo, for supporting me in my life and for being a constant source of pride and joy. Also, I want to thank her for supporting me with my idea of writing my Final Monograph about one of the games that both, her and I, so much enjoy playing.
Thirdly, I thank my advisor, Prof. Viviane Maria Heberle, my co-advisor MSc.
Fernando Silva and the defense board member Gustavo Althoff for all the good suggestions and for all the patience and effort they invested in me during my last two semesters of undergraduate study at UFSC.
I also want to thank my friend Diogo Campos for explaining me the difference between a ‗gateway‘ and a ‗server‘.
Finally, I want to congratulate Blizzard Entertainment for developing Starcraft and
Warcraft III: Reign of Chaos (and its expansion, The Frozen Throne), which served as base and inspiration for the creation of the first versions of DotA. Hence, I want to congratulate all the developers of the very first versions of DotA. To finish, I congratulate Valve Corporation and all the team responsible for creating and developing the new generation of the game:
DotA 2.
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Abstract
DotA 2 as a Tool for Developing Players’ Language Skills in English: Applying Three Learning Principles to the Context of the Game
Hudson Cogo Moreira
Universidade Federal de Santa Catarina 2013
Prof. Dr. Viviane Maria Heberle Advisor
MSc. Fernando Silva Co-advisor
Among a range of genres of video games, MOBA (Multiplayer Online Battle Arena) games have become a major influence both on the professional scene (tournaments in a large or small scale, for example) and in the matter of entertainment in general. This study intends to analyze how DotA 2 serves as an effective tool for their players to develop different skills related to the English language while at the same time, how it engages them in an environment where communication is essential for a good game. Considering Gee‘s (2003, 2004, 2005) three learning principles — identity, interaction and situated meanings, the analysis was conducted in three phases: 1) from the analysis of a character in DotA 2, it investigated how its characteristics motivate players to develop their language skills in English; 2) from the analysis of specific parts of a team‘s conversation, it investigated how communication (in English) between players is also a relevant factor to help them develop their language skills in English; 3) from the textual resources offered by the game, it investigated how the DotA 2 characters‘ skills and responses, motivate players to develop their skills in English.
Keywords: DotA 2; identity; interaction; situated meanings; language skills development; English language. Multimodality was removed from keywords.
Number of pages: 83
Number of words: 12.177 5
Resumo
DotA 2 as a Tool for Developing Players’ Language Skills in English: Applying Three Learning Principles to the Context of the Game
Hudson Cogo Moreira
Universidade Federal de Santa Catarina 2013
Prof. Dr. Viviane Maria Heberle Orientadora
MSc. Fernando Silva Co-orientador
Dentre uma gama de gêneros de video games, jogos do tipo MOBA (Multiplayer Online Battle Arena) exercem grande influência tanto no cenário profissional (torneios de grande ou pequena escala, por exemplo) quanto na questão de entretenimento de modo geral. Uma das áreas de conhecimentos é relacionada ao desenvolvimento de habilidades em língua Inglesa. Esse estudo tem como interesse analisar como DotA 2 serve como uma ferramenta eficaz para que seus jogadores possam desenvolver diferentes habilidades relacionadas à língua Inglesa e também se engajar em um ambiente onde comunicação é elemento essencial para uma boa partida. Considerando três princípios de aprendizagem de Gee (2003, 2004, 2005) — identidade, interação e significados situados, a análise foi conduzida em três momentos: 1) a partir da análise de um personagem de DotA 2, procurou-se analisar como as características desse personagem podem motivar jogadores a desenvolver suas habilidades em língua Inglesa; 2) a partir da análise de partes específicas da conversação de um grupo de jogadores, procurou-se verificar como a comunicação (em Inglês) entre os jogadores é também um fator relevante para ajudá-los a desenvolver suas habilidades em língua Inglesa; 3) a partir dos recursos textuais oferecidos pelo jogo, procurou-se analisar como as habilidades e respostas dos personagens de DotA 2 motivam os jogadores a desenvolver suas habilidades em língua Inglesa.
Palavras-chave: DotA 2; identidade; interação; significados situados, desenvolvimento de habilidades linguísticas; língua Inglesa.
Número de páginas: 83
Número de palavras: 12.177 6
Table of Contents
1. Introduction 08
2. DotA 2: Where Different Languages Cross Each Other 16
3. Game Overview 18
4. Review of Literature 23
4.1. DotA 2 as a Set of Learning Principles 23
4.2. Identity 28
4.3. Interaction 32
4.4. Situated Meanings 37
5. Methodology 42
5.1. Data Source 42
5.2. Analytical Procedure 43
6. Data Analysis and Discussion of Findings 45
6.1. Interaction 45
6.2. Identity 50
6.3. Situated Meanings 53
7. Conclusions 56
7.1. Limitations of the Study 57
7.2. Pedagogical Implications 58
7.3. Suggestion for Further Research 59
8. References 60
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1. Introduction
―What, it ain't started already? I thought it started.‖
— Aggron Stonebreaker, the Ogre Magi
Over the last few years a new field has emerged around video games and learning, based on the principle that video games can involve players with deep and productive forms of learning in a highly motivating context (Gee, 2003, 2004, 2005).
According to Gee (2003), video games are relatively new technology replete with significant, and not yet completely understood, implications. When the first commercial home video game console — Magnavox Odyssey — was released in 1972, a new entertainment industry started to give its first steps to become one of the most profitable businesses of this century. Nowadays, video games are more than simply an entertainment device: they also offer possibilities related to literacy — in special, the development of language skills in English, and DotA 2 is a good example of this type of possibility.
The Defense of the Ancients 2 (best known by its acronym ―DotA 2‖) is a Massively
Online Battle Arena Game1. According to Giant Bomb’s community‘s2 definition, MOBA is a sub-genre of the Real-Time Strategy genre. Basically, the gameplay is characterized by single unit hero strategic combat between two opposing factions, each trying to destroy the foes‘ base.
1 Commonly known by its acronym ‗MOBA‘. 2 Information retrieved from http://www.giantbomb.com/multiplayer-online-battle-arena/3015-6598/ 9
Picture 1 – Basic MOBA map3.
According to Gosu Gamers‘s community, DotA‘s first version (also known as ―DotA
Allstars‖) — released in 2003 — was created with a built-in software of the game Warcraft
III: Reign of Chaos and for its expansion pack, The Frozen Throne, which means that, initially, the game was a simple custom game4 based on the Warcraft’s III design. As formally declared on DotA 2‘s official blog (http://blog.dota2.com/?l=english), in 2011, the
Valve Corporation released the DotA 2‘s Beta phase and on July 9 of this year, the Beta phase ended and the game was officially released.
Picture 2 – DotA Allstars logo5.
3 Retrieved from http://static.giantbomb.com/uploads/scale_small/6/63119/2484026-map_of_moba.png 4 A Warcraft‘s III custom game is a map created by someone who wanted to share with the Warcraft III‘s players‘ community, his/her idea of a different game with unique characteristics and objectives. For example: Werewolf Transylvania, Legion Tower Defense, Element Tower Defense and so on. 5 Retrieved from http://images.wikia.com/defenseoftheancients/images/6/64/Dota_2_Logo_only.png 10
So far, I have completed one decade playing DotA games and during my saga I can certainly say that the experience I gained playing the game has contributed not only to develop my motor skills; I also developed my language skills in English while playing it during all these years. In fact, a well-designed videogame like DotA 2 can be a very useful tool in order to help players develop their language skills (specifically English). Soares
(2010) explains that
In addition to the general cognitive benefits from playing well-designed video games,
these games can be helpful for language learning as well. Three decades ago Ball
(1978) noted that video games can help develop communication skills, and much
more recently several others have found video games to be helpful for developing
foreign language skills. (p. 45)
Picture 3 – DotA battle illustration6.
From my first contact with the game, I thought that the only necessary characteristics to play it very well were to fully understand all heroes‘7 skills‘8 mechanisms (see picture 3),
6 Retrieved from http://th07.deviantart.net/fs71/PRE/i/2011/022/7/a/dota_epic_3v3_by_kunkka-d368v2x.jpg 11 memorize all the items9 and train with all the heroes until I could become skillful enough to consider myself a complete player. In other words: I thought I just needed to be a competent
English user in order to play it well. I was wrong.
You can apply the same concept to any game: you can understand its mechanics and play it until you become skillful enough to accomplish specific tasks that require a more
―pro‖ skill level. However, in MOBA games there is another important ability that is necessary to become a ―complete‖ player: communication. The communication inside the game works both as an incentive for players to develop their language skills in English and also as an important characteristic that will help a team reach victory.
Picture 4 – DotA 2 battle illustration10.
7 The definition of a character with a set of skills controlled by a player. 8 Skills: Unless DotA 2‘s developers change the structure related to the number of skills that heroes have, each hero in DotA 2 will always present the same specific group of four unique skills, which are special abilities they use during the matches. 9 Items are objects sold by shops or dropped from certain creeps (unities that interact with players but – normally – are not controlled by them) that provide an ability, bonus, or other function not tied to a particular hero. They come in a multitude of forms and types. Most items take up space in a Hero's Inventory, meaning only a finite number can be carried at one time. Recipe items will automatically remove their components from a Hero's Inventory and Stash when they are assembled (http://dota2.gamepedia.com/Items). 12
After realizing that understanding all skills in the game (by practicing) was not enough, maybe it was time to practice communication at the same level in which I was interested in memorizing all those skills (even by name). Until that moment, I was able to practice my language skills enough to understand the majority of the textual information inside the game: I had practiced my listening skills while playing with different heroes (as presented on picture 4) and paying attention to their responses; I had trained my reading abilities by reading all the heroes‘ skills and items; I had trained all heroes‘ skills, I had chosen my favorite characters (by their skills and skins11) and now I needed to devote some of my time to become more communicative. I was wrong again.
Picture 5 – Dota 2 Logo12.
MOBA is the genre of game which offers its players the possibility to develop all the necessary linguistic skills to play it better and have a good time playing it. Thus, as a good game, DotA 2 incorporates learning principles (identity, interaction and situated meanings) that can help its players to develop different skills (Gee, 2003, 2004, 2005).
10 Retrieved from http://th09.deviantart.net/fs70/PRE/i/2013/225/0/5/dota2_clash_of_heroes_1_redux__by_kunkka-d6hwt2j.jpg 11 Skin: The design of a character in relation to its appearance is known among players as ―skin‖. The term is not used only to define characters‘ visual traits inside the game; it is a broader term that defines the graphical appearance of other visual components. For example, the different options for the Heads-Up Display (HUD) (information retrieved from http://dota2.gamepedia.com/HUD_Skins). 12 Retrieved from http://images.wikia.com/defenseoftheancients/images/6/64/Dota_2_Logo_only.png 13
It is interesting to be a communicative person when you are engaged inside a social setting, of course; however, every situation demands a specific level of interaction. This is — in my opinion — one of the significant aspects of MOBA games: you can always play it by yourself and be skillful enough to understand all the characters skills, although, it will not ensure you the victory. This can be considered as a sad, but, at the same time, funny aspect.
You are not playing just by yourself and you are dependent not only on the other players‘ motor skills; you also depend on their communication skills. For example, since the success of a team during a match of DotA 2 also depends on the heroes that are chosen, it is important for players of the same team to interact constantly, giving vital information that will help them to win the match.
In order to investigate the possibility to develop language skills in English (reading, listening, writing and/or speaking) by playing this game, this research intends to analyze how
DotA 2 serves as a tool for its players to develop their language skills in English in the light of three (out of thirty six13) learning principles —that good games incorporate (Gee, 2003,
2004, 2005): identity, interaction and situated meanings.
This study will consider the Identity Principle as the starting point of the process of development of language skills, since a player finds DotA‘s context interesting enough to devote one‘s patience and time to it (as one would do with any other game). Thus, this study will consider the Identity Principle as the starting point for players to become engaged in a
13 The learning principles proposed by Gee (2003, 2004, 2005) are: 1) Active, Critical Learning Principle; 2) Design Principle; 3) Semiotic Principle; 4) Semiotic Domains Principle; 5) Metalevel Thinking about Semiotic Domains Principle; 6) ―Psychological Moratorium‖ Principle; 7) Committed Learning Principle; 8) Identity Principle; 9) Self-Knowledge Principle; 10) Amplification of Input Principle; 11) Achievement Principle; 12) Practice Principle; 13) Ongoing Learning Principle; 14) ―Regime of Competence‖ Principle; 15) Probing Principle; 16) Multiple Routes Principle; 17) Situated Meaning Principle; 18) Text Principle; 19) Intertextual Principle; 20) Multimodal Principle; 21) ―Material Intelligence‖ Principle; 22) Intuitive Knowledge Principle; 23) Subset Principle; 24) Incremental Principle; 25) Concentrated Sample Principle; 26) Bottom-up Basic Skills Principle; 27) Explicit Information On-Demand and Just-in-Time Principle; 28) Discovery Principle; 29) Transfer Principle; 30) Cultural Models about the World Principle; 31) Cultural Models about Learning Principle; 32) Cultural Models about Semiotic Domains Principle; 33) Distributed Principle; 34) Dispersed Principle; 35) Affinity Group Principle; 36) Insider Principle. 14 multimodal environment where they can have the opportunity to start developing their speaking, listening, reading and writing skills.
Secondly, for the Interaction Principle, the language skills involved are also speaking, listening, reading and writing, since it is possible to use voice chat14 and/or dialogue box15.
On the mini map16, it is possible to create signals17 and even draws18, to communicate with other players. Although English is not the only language spoken inside the game (some of the most common languages are English, Russian, Chinese and Portuguese), my purpose behind this study is not to show how many players are native English speakers or how many players speak English during their matches. The concept of interaction is not limited to player to player interaction — since there are other resources that can help players to develop their language skills, e.g.: characters’ responses19 and Announcers — which are voices prompts that can be heard as responses to specific situations inside the game.
Finally, for the Situated Meanings Principle, the language skills involved are reading and listening. As aforementioned, English is one of the most spoken languages inside the game, so, if a player wants to develop his/her English language skills, s/he has the possibility to set the game language to English. After setting the game‘s language to English, all textual information will be presented in English: heroes‘ skills, game‘s configuration, items‘ names, etc. Therefore, players need to relate language to the context of DotA 2 while playing it.
In the following chapter, I will discuss how the game converges different languages and on the third chapter, in order to assist the readers that are not familiarized with the
14 Voice chat is a method of communication where players have the opportunity to interact with each other using a microphone; what sometimes can be very practical during DotA matches. 15 A conventional form of communication. Players can write what they wish and send to their own team or everyone inside the match. 16 A little map located on the left-bottom of the screen. 17 It is possible for players to create little exclamation marks on the mini map in order to warn their teammates about any danger or any positive circumstance (e.g.: killing an enemy). 18 Players can draw on the mini map in order to create more complex or concrete ideas (e.g.: draw a circle or an ―x‖ in a specific area). 19 All heroes inside DotA 2 have their own responses that are used as a response to specific commands or situations in the game. 15 context of DotA 2, I will show a brief DotA 2‘s gameplay overview for a clear comprehension of the basic structure of the game. The learning principles will be discussed on the Review of
Literature chapter (fourth chapter).
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2. DOTA 2: WHERE DIFFERENT LANGUAGES CROSS EACH OTHER
―Hear me, I speak for the shades!‖
— Rhasta, the Shadow Shaman
DotA 2 is not just a virtual game; it is also a virtual environment where cultures and languages converge. During a decade playing DotA I played with uncountable players from different places around the world. I played mostly with Portuguese and English native speakers and I spent many hours on Azeroth (which is one of the gateways20 of Battle.net21) playing mostly with Brazilian players and sometimes with North American and Canadian players.
In my saga looking for amusement and different challenges, I could not avoid (I do not mean that I tried) speaking, writing, listening and reading something in English — even playing with Portuguese native speakers. In fact, using the English language seems to be a natural process for any kind of video game player.
In MOBA games, players communicate with each other by using countless terms in
English (e.g.: ―newbie‖ — or ―noob‖ — ―stun‖, ―heal‖, etc.) because of different reasons, such as; the fact that English is one of the most spoken languages in the world (according to britishcouncil.org22) or also, that the most famous MOBAs are developed by American companies — which means that the textual information inside the games will be
20 According to http://whatismyipaddress.com/gateway, a gateway is a ―node that allows you to gain entrance into a network and vice versa. On the Internet the node which is the stopping point can be a gateway or a host node. A computer that controls the traffic your network or your ISP (Internet Service Provider) receives is a node. In most homes a gateway is the device provided by the Internet Service Provider that connects users to the internet‖. Blizzard has four possibilities of gateways for players of Warcraft 3: Lordearon (U.S. West), Azeroth (U.S. East), Kalimdor (Asia) and Northrend (Europe). 21 Gaming service provided by Blizzard Entertainment. 22 According to www.britishcouncil.org, ―English is spoken as a first language by around 375 million and as a second language by around 375 million speakers in the world‖. Thus, English is the second most spoken language in the world (the Standard Chinese is the most spoken language in the world). 17 predominantly in English. Hence, playing a MOBA game like DotA 2 is also ―playing‖ with the English language.
In Brazil, for example, DotA 2 players use (and create) words that are combinations of
Portuguese and English words and/or expressions. These neologisms — e.g.: ―stunar‖ (the combination of the English verb ―to stun‖ with the Portuguese theme ―a‖ and the infinitive form of the verb marked with the consonant ―r‖) — have become part of the game‘s vocabulary and players are usually familiar with this process of playing with the words. The use of these neologisms is established by the acceptance of the community of DotA 2 players that effectively use these words or expressions (Alves, 1984). Consequently, it is inevitable that players will face situations inside DotA 2 where they should understand these neologisms and English words (or expressions) to have a better appreciation of the game and a better communication with their teammates.
DotA 2 can be a very motivational environment for players to develop their language skills in English and develop their own interaction system based on combinations of their native languages and English. Players have not just the motivational factor, they also have a clearer purpose for that: interaction, pleasure or, simply, winning a match.
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3. Gameplay Overview
―If war is not fair, why call it warfare?‖
— Mogul Khan, the Axe
According to DotA 2’s background information, its game system is based on two different factions — the Radiant and the Dire. Both factions keep strongholds, commonly known as ‗bases‘, with critical structures called ―Ancients‖ (hence the name ‗Defense of the
Ancients’). The bases are located on opposite sides of a predominantly symmetrical map.
The Radiant‘s base is located on the southwest corner and the Dire‘s base is located on the
Northeast corner, as can be observed on picture 6.
Picture 6 – DotA 2 sample map23.
Both bases are connected by three main paths (or ―lanes‖) — Top lane (―Top‖),
Middle lane (―Mid‖) and Bottom lane (―Bot‖). On both halves of the map, which are separated by a river, there are different towers with levels that vary from 1 to 4, totalizing 11 towers for each team: two level 4 towers (right in front of the Ancient) inside each base, three
23 Retrieved from http://www.devilesk.com/dota2/images/dota_minimap.jpg. 19 level 3 towers (located on the starting point of each lane) also inside the base, followed by one level 2 tower and finally, one level 1 tower also on each lane as can be observed on picture 724.
Picture 7 – DotA 2 Map sample with towers and Ancients.
The objective is just one and is, in theory, quite simple: destroy the enemy‘s
Ancient25. In order to accomplish this task, it is necessary to destroy at least all towers of the same lane (level l, level 2 and level 3 towers) before attacking both level 4 towers and then start attacking other buildings inside the enemy‘s base. However, it is only possible to attack a Level 4 tower if players destroy at least one Level 3 tower. To destroy a level 3 tower it is necessary to destroy at least one Level 2 tower and so forth. Each faction counts with 6 buildings, known as ―Barracks‖ (see picture 826) that constantly spawns units, the ―creeps‖
24 On picture 7, the Radiant‘s structures are represented by blue circles (Radiant‘s towers‘ disposition) and a blue square (Radiant‘s Ancient), as well the Dire‘s structures are represented by red circles (Dire‘s towers' disposition) and a red square (Dire‘s Ancient). 25 This is the reason why the game is called Defense of the Ancients. 26 On picture 8, the blue stars are referent to the Radiant‘s barracks and the red stars are referent to the Dire‘s barracks. 20
(see picture 9), that will follow their specific path and get engaged (automatically) in battle with other enemy units and also, five heroes controlled by players.
Picture 8 – DotA 2 Map sample with barracks‘ disposition.
Picture 9 – Radiant‘s and Dire‘s creeps27.
Heroes can become stronger (raise in level28) by killing enemy‘s heroes, creeps or other units that are not affiliated to any faction, called neutral creeps29 (see picture 9). The
27 Retrieved from http://michaelpoon.hubpages.com/hub/DOTA-2-vs-League-of-Legends# 28 A hero‘s level varies from 1 to 25. Everytime a hero increases in level, it gains, automatically, points in all its attributes (strength, agility and intelligence) and also the possibility to learn one of its skills or increase them on level (which varies from 1 to 4 – for the three basic skills, and from 1 to 3 – for the hero‘s ultimate. 29 There are specific spots on the map with units that will engage in battle every time other units (other than a neutral creep) become too close or attack them. 21 game also has a very powerful unit called Roshan (see picture 10), the strongest neutral creep in the game, located next to the middle path on the Dire‘s side on the map (see picture 11).
Moreover, once an enemy unit is killed, it gives the hero a random quantity of experience30 and gold31 that can be used to buy items with different functions.
Picture 10 – Roshan32.
Picture 11 – Roshan‘s spot33.
30 The experience is given to heroes by a unit on the enemy team that dies. Experience is used to increase the hero's level, and the higher the hero‘s level, the more experience to increase in level will be necessary. 31 Gold is the resource used by heroes to buy items on shops (located on specific spots on the map) or to be reborn immediately when killed. 32 Retrieved from http://hydra-media.cursecdn.com/dota2.gamepedia.com/d/d3/Roshan.png 22
Thus far, there are seven game modes34 for players to choose among 102 heroes (see picture 12). Each hero has a specific set of four abilities (or skills) and other particularities that will be mentioned and analyzed in further sections of the research.
Picture 12 – DotA 2 heroes‘ library35.
This is a brief summary of DotA‘s gameplay and here are presented just some (of many) particularities inside the game concerning its gameplay. This is the essential information for all readers to understand the basic structure of the game in order to have a better notion of what is going to be analyzed on this research.
33 Retrieved from http://hydra-media.cursecdn.com/dota2.gamepedia.com/b/b8/Roshan.jpg 34 Game Mode is the term that defines the conditions of selection of heroes on the beginning of each DotA 2 match. The All Pick Mode, for example, gives players the opportunity to choose any hero (that was not yet picked by a player) to play. 35 Retrieved from http://www.dota2.com/heroes/ 23
4. Review of Literature
In this chapter I present the theoretical background which underlies this study.
4.1 DotA 2 as a Set of Learning Principles
―Much to do!‖
— Rattletrap, the Clockwerk
The concept of learning varies according to country, century and other variables.
Learning with video games has been debated for many years and the idea that it is possible to learn something while playing them is still controversial. Authors such as James Paul Gee
(2003, 2004, 2005), Marc Prensky (2007), Nicola Whitton (2010) Katie Salen (2008) and
Henry Jenkins (2011) — who have studied video games from different perspectives (e.g. literacy and social interaction) — have been offering new perspectives to understand how video games can be useful tools that can help players perceive the world from a different perspective or develop motor/mental skills.
As many MOBA games, DotA has many players (up to now there are 6.303.891 players)36 and each one of these players has a specific reason for playing the game (playing only with friends, making friends, having a pleasurable time, etc.). Thus, DotA 2 can be compared to any other game — played with, or without a joystick or a keyboard. As any other game (virtual or not), it has its own particularities and this is what makes it unique and attractive to a specific public of players. However, DotA 2 also has the characteristic that we seek while we are playing our favorite games: entertainment.
36 The number is referent to the quantity of players registered until October 1, 2013 (8:11:30 AM). Retrieved from http://blog.dota2.com/?l=english 24
The concept of entertainment defines the games‘ essence; thus, it is valid to consider the game as a ―totality‖ and it is from this perspective that we should analyze and comprehend it (Huizinga, 1938).
As proposed by Huizinga (1938) we should not consider games only as form of entertainment, but as a more complex process composed by a group of characteristics
(sounds, colors, design, etc.) that cannot be explained by a single word like ―entertainment‖.
Nowadays, the same concept proposed by Huizinga (1938) can be applied to the ―new‖ digital resources and information (such as, video games) as they are also considered as a form of entertainment accepted by society‘s different generations. Thus, we can assume that, as a complex set of characteristics, video games offer us different methods of enjoyment and other complex factors that are related to it, such as the development of motor skills and improvement of reasoning and memory. Hence, video games are much more complex than they appear to be — they in fact gather a complex group of characteristics that offer different players different meanings. If we play (video) games and we are conscious of it, this is because we are more than simple rational beings, since the game is irrational (Huizinga,
1938).
Different generations of players have different necessities and interests that are linked to the many aspects of their lives - different forms of communication, media, technology, etc.
According to Jones and Shao (2011),
In 1997 Don Tapscott, a consultant on the application of technology in business and
society, published his book Growing Up Digital: The Rise of the Net Generation,
which commented on the social and business impact of a new digital generation
which was then coming of age. Tapscott coined the term ―Net Generation‖, which
referred to young people who had grown up surrounded by digital media. According
to Tapscott (1997), the reason he used the term ―Net Generation‖ was because the
most significant change affecting that generation had been the rise of the computer,
the Internet and other digital media. (p. 4) 25
The ―Net Generation‖ is related to those who were born between 1977 and 1997.
Since the popularization of the video games in the 80‘s and the internet in the 90‘s, one of the periods of great innovation in relation to video games, players have become even more familiar with their virtual lives. This New Generation presents characteristics (such as self- reliance, curiosity, focus, etc.) that also change the way they gather, accept and retain information (Tapscott, 1998).
The ―New Generation‖ of learners that are connected (literally and metaphorically) with technology, nowadays, have become the ―Old Generation‖ of learners or video game players, who grew up playing classics like Sonic The Hedgehog, Final Fantasy, Castlevania, and so on. Thus, the sons and daughters of this generation will become the ―New Net
Generation‖ or ―Net Generation 2.0‖, and so on. This process seems to be an endless circle.
In this case, the process of playing video games is similar to the process of learning, if we consider that different learners have different necessities to better understand specific subjects.
Using as example EFL students, Heberle (2010) explains that
Video games represent one of the most popular worldwide phenomena for teenagers,
and if EFL teachers can increment aspects of these games in their classes, chances
are that students may be indeed motivated to participate. These games may be a
suitable and motivating resource for EFL students to use visual grammar and learn
English. (p. 107)
Meaning and knowledge are developed through several modalities (images, texts, symbols, interactions, abstract design, sound, etc.) and not just words (Gee, 2007). Thus, according to Gee (ibid), it is possible to say that video games offer different environments for their players not only to have the opportunity of a pleasurable time playing, but also have a pleasurable time learning. They offer not only what players want to see; but also offer them what they need. 26
As a multimodal environment, DotA 2 features a variety of learning principles that can be applied to it, by making players develop different skills while they are engaged, for example, on the role37 of their heroes, where at the same time they will also need to be prepared to follow or give instructions to his/her allies. According to Whitton (2010),
Games have a place in teaching facts and knowledge, may be useful for providing a
context for repetition and recall (particularly in areas where memorization is
important such as language learning), and can be used effectively for training and
skills development. (p. 44)
In order to train and develop skills, players need to get familiar with the game‘s environment. Salen (2008) reinforces Whitton‘s idea by arguing that:
Gaming constitutes the sum total of activities, literacies, knowledge, and practices
activated in and around any instance of a game. Gaming is play across media, time,
social spaces, and networks of meaning; it includes engagement with digital FAQs,
paper game guides, parents and siblings, the history of games, other players, as well
as the games themselves. (p. 9)
As many video games, DotA 2 is also composed by this set of characteristics proposed by Salen (2008), which are attractive and motivational characteristics. The video game‘s motivational environment also requires from players different abilities and capacities in order to understand and play it. Whitton (2010) also argues that:
It requires players to be fluent in a series of connected literacies that are multimodal,
performative, productive, and participatory in nature. It requires an attitude oriented
toward risk taking, meaning creation, nonlinear navigation, problem solving, an
understanding of rule structures, and an acknowledgment of agency within that
structure, to name but a few. (p. 9)
37 Heroes have specific roles inside DotA‘s universe and these roles are direct related to their skill set and statuses. 27
In DotA 2, specifically, three (of many) characteristics have called my attention because they are very clear inside the game: role, communication and situation. In relation to the complex gathering of characteristics that good games have, Gee (2007) explains how these different characteristics converge using as example the famous MMORPG, World of
Warcraft:
Consider a small group partying (hunting and questing) together in a massive
multiplayer game like World of Warcraft. The group might well be composed of a
Hunter, Warrior, Paladin, Druid, and Priest38. Each of these types of characters has
quite different skills and plays the game in a different way. (p.151)
According to Gee‘s description of the World of Warcraft interaction‘s system, it is possible to analyze that the same concept of interaction can be applied to different games, such as DotA 2. Each team member (player) must learn to be good at his or her hero‘s skills and also learn to integrate these skills as a team member within the group as a whole; thus, each player must also share the common knowledge about the whole (Gee, 2007). Also,
Gee‘s analysis of World of Warcraft can be interpreted not only as a concept of interaction
(as a learning principle) between players, but, as a set of learning principles.
Learning principles are necessary characteristics that are involved in the complex process of acquiring and applying knowledge. These principles are significant in relation to the development of players‘ different skills, based on the direct interaction between the player and the system39. By interacting with video games, players establish an interaction system with them where they are making choices and taking different actions (Salen & Zimmerman,
2005). Salen and Zimmerman (2008) called this interaction system ―meaningful play‖:
38 These are specific classes of characters in the game that are available for players to choose. 39 Other players can also be considered as part of the game‘s system, as they also answer to actions and decisions of other players, for example, on Massively Online Multiplayer Games like DotA 2 or League of Legends. 28
Meaningful play in a game emerges from the relationship between player action and
system outcome; it is the process by which a player takes action within the designed
system of a game, and the system responds to this action. The meaning of an action
in a game resides in the relationship between action and outcome. (p. 60)
Among the vast variety of learning principles that emerge from this interaction between the player and the system (and also from player to player interaction — which will be discussed on subsequent chapters), from the learning principles proposed by Gee (such as
Risk Taking, Production, Customization, Agency, Challenge and Consolidation, among others), I chose to investigate DotA 2 in the light of three of them, namely Identity,
Interaction, and Situated Meanings —which are directly interconnected in DotA 2, which makes of this triad an useful tool that helps players to develop their language skills in
English.
4.2. Identity
We create identities in many situations and for different reasons: when we try to better understand specific situations of our lives, when we interact with others, when we study, when we teach, when we play video games, etc. In relation to learning, Gee (2005) explains:
No deep learning takes place unless learners make an extended commitment of self
for a long haul. Learning a new domain, whether it be physics or furniture making,
requires the learner to take on a new identity: to make commitment to see and value
work and the world in the ways in which good physicists or good furniture makers
do. (p. 4)
This identity principle explained by Gee (2005) can be extended to an area where video games and language are connected. Since video game players have their own motives 29 to play different types of games, the very same players also have different motives to do any other activity, for example, practicing a sport, dancing or playing an instrument. In order to develop abilities, we create identities inside a context where — sometimes — we might feel uncomfortable to act (or think) as we truly are. Hence, developing language skills is a process where identities play a significant role in the player‘s virtual life.
DotA 2 offers the possibility of choosing and playing with different identities, so players can test different abilities related not only to language, but also to reasoning, interaction, reaction, alertness, to name a few. Each hero inside the game can be considered as a different identity — once a player chooses a support40 hero, for example, s/he will probably act and interact with other players differently in relation to a situation where s/he would control a carrier41 hero.
According to Gee (2007),
Learning involves taking on and playing with identities in such a way that the learner
has real choices (in developing the virtual identity) and ample opportunity to mediate
on the relation between new identities and old ones. There is a tripartite play of
identities as learners relate, and reflect on, their multiple real-world identities, a
virtual identity, and a projective identity (p. 222)
In DotA 2, the identity principle is based on three interconnected characteristics. The first is the hero’s design. All DotA 2‘s characters have not only their specific skins (see picture 13), they also have their own responses to interact with players according to specific commands or situations, for example, when a hero dies or kills another hero.
40 Supports "can focus less on amassing gold and items, and more on using their abilities to gain an advantage for the team" (DotA 2 in-game definition). 41 Carriers "will become more useful later in the game if they gain a significant gold advantage" (DotA 2 in- game definition). 30
Picture 13 – DotA 2 female heroes42.
Each hero has its specific voice and accents, which were developed to be considered as ‗ideal‘ characteristics for these heroes. For example: Bradwarden, the Centaur Warrunner,
(see picture 14) is a brutal and sturdy centaur looking creature. All his skills along with his skin, biography, voice and responses, represent all qualities that are considered ideal not only for the programmers and designers of the game, but also for enthusiastic players.
Picture 14 – Centaur Warruner43.
42 Retrieved from http://artgerm.deviantart.com/art/Windrunner-DotA2-271963231 http://artgerm.deviantart.com/art/Lina-DotA2-273884297 http://artgerm.deviantart.com/art/Drow-Ranger-DotA2-271646768, and http://artgerm.deviantart.com/art/Crystal-Maiden-DotA2-272602902. 43 Retrieved from http://www.dota-two.com/img/articles/centaur.jpg. 31
The second characteristic is the hero‘s main role. This role is also a relevant factor to determine the hero‘s specific set of skills and attribute status44 and also, the players‘ function in a match of DotA 2, in order to attend the different players‘ preferences and give each hero its singularity.
The main roles are: Lane Support, Carry, Disabler, Ganker, Nuker, Initiator, Jungler,
Pusher, Roamer and Durable. If a player picks a carry hero like Bloodseeker, for example, s/he needs to be prepared to take great deal of responsibility on his/her shoulders — since carry heroes are the heroes that literally ‗carry‘ the team to victory. A player that bears this responsibility — normally — gives as much information as possible to keep the team united in order to construct good strategies to reach victory. Also, there are many items that can be used and equipped by players during a match. Items that can be equipped are more effective if they are used by a specific hero, which is also part of the player’s role during a match.
The third characteristic is the teamwork. The identity learning principle is the base of the organization of a team and of each player's responsibility inside one's team. This concept is what Salen (2008) calls ―social identity‖:
What we might call a ―social identity‖ is crucial for learning. For example, consider
learning to be a SWAT team member. The sorts of goals one should have in a given
situation; the ways in which one should interpret and assess one‘s experiences in
those situations; the sorts of feedback one should receive and react to; the ways in
which one uses specific tools and technologies—all of these flow from the values,
established practices, knowledge, and skills of experienced SWAT team members.
They all flow from the identity of being or seeking to become such a person. What is
true of being a SWAT team member is equally true of being a bird-watcher, teacher,
44 Heroes in DotA 2 are divided not only by their roles inside the game; they are also separated by their primary attributes: strength, agility and intelligence. The heroes‘ statuses are based on the primary attributes, which means that if a hero is an agility hero, for example, its best qualities will be based on how much damage it can inflict on enemies and how fast it can hit them. 32
carpenter, elementary school student, scientist, community activist, soccer player,
gang member, or anything else. (p. 22)
Based on Salen (2008), it is possible to understand DotA 2 as a complex gathering of identities working together in order to accomplish a simple objective (e.g.: killing a hero that is separated from its team) or a more complex task (e.g.: win the match). Within this concept, it is possible to assume that the three characteristics along with an objective can help players develop their language skills in English as they consider themselves DotA 2 heroes, and not only players. Thus, heroes can motivate players to act like real heroes inside a battlefield fighting against their foes while they seek their objective (victory, for example). For example: players can be motivated by their heroes‘ responses to develop their listening skills during the whole match, or even the writing and speaking skills, if players feel motivated (or comfortable) enough to share their characters‘ responses in the team‘s chat as if they were acting like their heroes (by repeating heroes‘ responses in different situations inside a match
— what Gee (2007) called ―virtual identity‖. This principle (as the others) will be better illustrated on the Data Analysis and Discussion of Findings chapter.
4.3. Interaction
One of the bases of the DotA 2 gameplay is the interaction between players (player to player interaction) and the game itself (game to player interaction). In the first case the possibilities are: standard chat, voice chat, drawings and the quick team chat (see Table 1).
33
DotA 2 has a standard dialogue box where players can write and send message to
Standard Chat their teammates or the members of the other team.
If players prefer, there is the possibility of speaking stead of writing in the chat.
Voice Chat Players just need to use a microphone to communicate with their teammates
(players cannot talk to the other team using the voice chat).
During matches, on the southeast corner of the screen of the player there is a
mini map where they can draw rather than write or speak something. E.g.: draw a Drawings bullet point indicating specific direction to indicate that the team should walk on
that direction.
The Quick Team Chat is based on keyboard shortcuts. The player can apply to a
specific keyboard‘s key one of the eleven most used expressions inside the game
in order facilitate the communication. The expressions are: ―Care‖, ― Get Back‖,
Quick Team45 Chat ― Need Wards‖, ―Stun‖, ―Help‖, ―Push‖, ―Well Played‖, ―Missing‖, ―Missing
Top‖, ―Missing Mid‖ and ―Missing Bottom‖, where three of them (―Missing
Top‖, ―Missing Mid‖ and ―Missing Bottom‖), when used, are also spoken by the
respective hero.
Table 1 – Interaction Possibilities in the First Case
From this group of possibilities of communication, the three chat possibilities are ways for players to develop their language skills in English. In MOBA games, interaction between members of the team is one of the aspects that separates success (victory) from failure (defeat), which becomes a motivational factor for them to develop their language skills in English.
In DotA 2, the feedback related to the interaction between game and player is based on the players‘ actions such as dying, killing an enemy, buying an item, attacking, etc., as explained by Gee (2005)
45 These are the possibilities of shortcuts considered as standard and officially registered by Valve until October 1, 2013 (8:11:30 AM). 34
Games do talk back. In fact, nothing happens until a player acts and makes decisions.
Then the game reacts back, giving the player feedback and new problems. In a good
game, words and deeds are all placed in the context of an interactive relationship
between the player and the world. (p. 34)
This interaction between the player and the game‘s environment can help players develop their different language skills in English — principally their listening skills.
There are three methods of game to player interaction: characters’ responses, announcers’ responses and combat information (see Table 2).
Characters’ All DotA‘s heroes have their particular set of discourses that work as responses to
Responses the players‘ actions and other situations inside the game.
Voice prompts that constantly give information to players in the match about
specific situations such as first blood, structures that are under attack, heroes on
killing spree, and other negative, positive and comic comments. Players can acquire Announcers different Announcer Packs after a match (as a random droppable item), trading with
other players or purchasing them on the DotA 2 Official Store.
Messages that appear everytime something relevant related to combat happens. E.g.:
players who bought wards46, players who were killed or killed specific players, Combat Information players who committed suicide, etc. The messages automatically appear on the
bottom left and on the top of players‘ screen (and it is possible to retrieve the
messages on the top left of the screen by clicking on the shortcut ―Combat Log‖).
Table 2 – Interaction Possibilities in the Second Case.
In DotA 2, the environment also interacts with the play during the whole match. For example, if a player is playing with Rizzrack, the Timbersaw (see picture 15) and draws the
46 Observer Ward: ―Use: Places an Observer Ward to give sight of the surrounding area.‖ (DotA 2 in-game definition).
35 first blood47, all players inside the game will be able to listen Rizzrack saying ―First blood! I cut you, and I split you, and I killed you! Ha ha ha ha ha ha!‖. The heroes‘ responses are connected with their personalities — what makes a simple expression (e.g.: ―Attack!‖), unique. According to Chang and Kuo (2009)
From a game-designers perspective, the main goal is to create interesting, fun,
sellable games. This is a creative process similar to the creation of music, literature,
and film. In games, there is a unique gameplay component which specifies the rules
and model of interaction between player(s) and other elements of the game. (p. 18)
As explained by Chang and Kuo, the elements of a game have great influence on players. The environment of DotA 2 is not an exception in relation to this factor. The game constantly offers players characteristics that keep them focused on scenario — which is a relevant factor for players to develop, for example, their listening skills while controlling their heroes. In this sense, DotA 2 announcers may have great influence on players.
Picture 15 – Rizzrack, the Timbersaw48.
Announcers‘ responses, combined with messages on the top of players‘ screen, are also very important resources in the development of players‘ language skills in English.
47 The term used to define the first death of a hero inside a match of DotA 2. 48 Retrieved from http://d-k0d3.deviantart.com/art/Rizzrack-the-Timbersaw-Wallpaper-342598125. 36
These responses (see picture 16) (e.g.: warning players that their structures are under attack, the hero who drew first blood, etc.) can help players develop their listening and reading abilities in English.
Picture 16 – First Blood message on the top of the screen.
Picture 17 – Pyrion Flax Announcer Pack49.
Some Announcers also give information in a comic way in order to entertain players and distract them from chaotic and tense situations inside the game. One of these Announcers is Pyrion Flax. Pyrion Flax is an Announcer with a huge variety of responses for many circumstances inside the game and many of these responses are used in a humorous tone. For example: when an allied top tower located on the top lane falls, Pyrion Flax says: ―Remember that top tower you liked so much? Mmwa! Kiss it goodbye!‖
The last interaction resource that also has a relevant influence on players‘ development of language skills is the Combat Information. Players are constantly occupied controlling their own heroes and, as a matter of fact, they cannot be totally aware of everything that happens in the match. The Combat Information gives real time (written) information whenever something related to combat happens. Hence, players become acquainted with what is happening in the other parts of the map. For example: If a Radiant‘s
49 Retrieved from http://www.dota2.com/store/itemdetails/20170 37 top tower is destroyed, at the same time the Announcer produces its response warning players about the fact, the message ―Radiant's top tower has fallen‖ will also appear on players‘ screen. Many other messages related to combat also appears
Picture 18 – Combat history.
The Combat Information (see picture 18) also provides to players (on the left side of the player's screen) messages related to heroes who were killed and who were their respective executioners.
4.4. Situated Meanings
While developing their language skills, the players need to keep in mind that it is important to situate the language inside a specific context in order to attribute meaning to words, expressions and so forth. Gee (2007) explains:
They situate meaning in a multimodal space through embodied experiences to solve
problems and reflect on the intricacies of the design of imagined worlds and the
design of both real and imagined social relationships and identities in the modern
world. (p. 40)
In other words, videogames simulate experiences that provide understandings into the relationships that drive those same experiences (Bogost 2007). In the context of development 38 of language skills in English inside DotA 2, this concept is based on situations where players attribute meaning — mostly — to items and heroes‘ skills. According to Salen (2008):
Video games are good at putting language into the context of dialogue, experience,
images, and actions. They are not textbooks full of words and definitions. They allow
language to be situated. Furthermore, good video games give verbal information ―just
in time‖—near the time it can actually be used—or ―on demand,‖ when the player
feels a need for it and is ready for it. They don‘t give players lots and lots of words
out of context before they can be used and experienced or before they are needed or
useful. This would seem to be an ideal situation for acquiring new words and new
forms of language for new types of activity, whether this takes the form of being a
member of a SWAT team or a scientist of a certain sort. (p. 36)
This is, in fact, one of most relevant characteristics that video games have to offer in relation to development of language skills: the power to contextualize language and situation in a very attractive way to their players. It would not be different for a game like DotA 2.
Taking as example a DotA 2 player that does not know the meaning of the term
―searing‖, but s/he is familiarized with the term ―arrow‖: until the player effectively uses the ability ―Searing Arrows50‖ (see picture 19), he will hardly be able to apply a complete meaning to this specific skill. However, when the player uses it (by hitting an enemy hero, for example), s/he analyzes it in a context, where it will be possible to attribute a more complete significance to Clinkz‘s skill.
50 Searing Arrows: one of the four skills of Clinkz. Clinkz is a bone archer looking creature inside the game and is one of the 101 heroes available to be chosen. 39
Picture 19 – Clinkz‘s Searing Arrows skill51.
Players can use the same process for items. For example: taking as example a player who purchases the item ‗Smoke of Deceit‘ (see picture 20). If s/he understands what ‗smoke‘ means but does not know the translation (or meaning) of the word ‗deceit‘, s/he will yet be able to apply a more complete (complex) meaning for the item as a whole when s/he uses it
— as the items also have a more detailed description, it becomes easier to understand the items‘ functions when players use the items or when another player tells him/her what to do with the item in a specific situation.
51 Retrieved from http://dota2.gamepedia.com/Bone#Abilities 40
Picture 20 – Smoke of Deceit Description52.
According to Gee (2005), people have difficulty at learning what words mean when all they get is a meaning that clarifies what words mean in terms of yet other different words.
Video games are good at offering a context where players can apply meaning to different words. In relation to the importance of the context, Gee (ibid) explains that:
[…] words have different situated meanings in different contexts of use (consider
―The coffee spilled, go get a mop‖ versus ―The coffee spilled, go get a broom‖).
Games always situate the meanings of words in terms of the actions, images, and
dialogues they relate to, and show how they vary across different actions, images and
dialogues. They don‘t just offer words for words. School shouldn‘t either. (p. 7)
Here, the concept of ‗situation‘ is not only related to the different applications of the same word with different meanings in different contexts (homonyms), for example, the noun
52 Retrieved from http://dota2.gamepedia.com/Smoke_of_Deceit
41
―bear‖ (the mammal) and the verb ―to bear‖ (to carry something). In this situation, players can develop their language skills while relating the game‘s context to this new word/expression (textual interpretation) or even start discussion about a known topic (related to the context of the game) with other players.
These are the learning principles which will be taken into consideration on further sections of this research in order to serve as base for data analysis and conclusion on the following chapters.
42
5. Method
―I have several theories I would like to put into practice.‖
— Boush, the Tinker
The section that follows will cover the procedures related to the data collected from a match of DotA 2 where I was one of the players of the Radiant faction.
5.1. Data Source
In order to record a match of DotA 2, I used a program called Fraps (version 3.1.2) — since the game‘s replays do not offer the teams‘ chats. After recording the match, three specific intervals of the video were chosen to be analyzed. The three separated parts of the video contain relevant information in relation to the learning principles (interaction, identity, and situated meanings) proposed by this research and how they are connected with players‘ development of language skills in English. As the three parts contain more than one learning principle, specific frames were selected in order to clarify how the principles work separately.
It is also valid to mention that different videos were recorded until I finally found the ‗ideal‘ match where players were communicative enough so I could have original evidence to sustain my arguments.
The entire video has 40 minutes and 22 seconds (counting from the load screen until the defeat of the Dire). The match was formed by ten players (five on each faction; including myself) in an authentic interaction environment and played on a North American server with nine arbitrary players. The heroes picked were: Timbersaw, Lone Druid, Slark, Viper,
Disruptor (my choice), Bristleback, Puck, Nature‘s Prophet, Warlock and Pudge. The data 43 was separated in three moments in order to show, separately, how the selected set of learning principles works in the development of players‘ language skills. The moments are separated according to the following table:
Moment Learning Principle Beginning End
00m:38s 01m:09s
First Interaction 01m:10s 02m:16s
04m:28s 04m:35s
09m:43s 09m:50s
Second Identity 15m:10s 15m:18s
28m:32s 28m:39s
38m:01s 38m:06s
Third Situated Meanings 38m:07s 38m:20s
38m:22s 38m:29s
Table 3 – Learning Principles Identified in the Recording.
In order to keep anonymity of the players‘ identities, their nick names are substituted by their respective name colors and in my case; I‘ll keep my original DotA 2 nickname: woOdy. It is also important to mention that the whole interaction between players was carried out totally in English and due to the images‘ low resolution, transcriptions and corrected versions of the same transcriptions (marked with the acronym ―CV‖) were made in order to make the dialogues as clear as possible.
5.2. Analytical Procedure
In the first analyzed part, this research observed the interaction between players according to the team‘s necessities. The second analyzed part of the video shows how the 44 identity of the hero plays an important role in the players‘ development of language skills and other factors related to it such as humor and even motor/mental skills. Finally, the third and last part of the video relates to the situated meanings principle. In this part, players are discussing about a situation where they are comparing numbers related to one hero‘s status
(Timbersaw) and one hero‘s skill (Slark).
45
6. Data Analysis and Discussion of Findings
―The time has come, and will soon be gone.‖
— Rooftrellen, the Treant Protector
This chapter of the research will cover the data analysis and discussions of findings based on the three learning principles proposed (identity, interaction and situated meanings) in the previous chapters. For the analysis, the learning principles were separated in three sections; the first will discuss the aspects and findings related to the interaction principle; the second is related to the identity principle and the third is related to the situated meanings principle.
6.1. Interaction
On the very beginning of the match, players were discussing about which heroes would be reasonable choices to keep the team balanced and strong enough to compete with the opposite faction (in this case, the Dire faction). It is important to mention that on the
Appendix section of this research it is possible to visualize the data related to Timbersaw‘s responses and skills and Slark‘s skills.
After a member of the team had randomized53 Timbersaw, I started the conversation in order to organize the next picks.
53 Players can randomly choose a hero in order to receive more gold to spend on the beginning of the match. 46
Picture 21 – DotA 2 Radiant‘s Chat (1).
Time Elapsed: 38s — 1:09m
1. [(Allies): woOdy: Hello.]
2. [(Allies): woOdy: Who wants to solo?]
3. [(Allies): Purple: I suppose I can]
4. [(Allies): woOdy: Ok.]
5. [(Allies): woOdy: Lone, are going to jungle?]54
6. [(Allies): Teal: i could]
In this brief part of the team‘s chat, I started discussing which possibilities of heroes and lane organization the Radiant could have. It is possible to notice that even with lack of textual information — for example, on the fifth line where I forgot to type ―you‖ — the player responsible for controlling the Lone Druid (Teal) could normally understand that the information was direct to him/her because I also mentioned the name of his/her hero. Also, on the second line, the term ―solo‖ makes reference to the hero that will control the middle lane alone. This kind of information normally makes more sense for those who are used to the DotA 2 environment, and it is much more common to say that a hero controlling the mid lane is ―solo‖ and a hero alone on the top or bot lane is ―offlane‖.
Within this small part of the dialogue it is possible to observe that even little information given by members of a team can be vital to reach success in a match, which can
54 CV: [(Allies): woOdy: Lone, are you going to jungle?]
47 motivate players to develop de writing, reading, speaking (players can also use the microphone to interact with members of their teams) and listening skills.
Following the conversation, the team had chosen three heroes (Lone Druid, Slark and
Timbersaw), so far. The discussion that followed on the next frame shows Blue talking for the first time and suggesting a specific hero to go on the mid lane.
Picture 22 – DotA 2 Radiant‘s Chat (2).
Time Elapsed: 1:10m — 2:16m
1. [(Allies): woOdy: Very nic.]55
2. [(Allies): woOdy: i’ll pick a support.]
3. [(Allies): Blue: TREES?]
4. [(Allies): Blue: need a mid now.]
5. [(Allies): Blue: vs puck likel]56
6. [(Allies): woOdy: yes]
In this second frame, Blue begins his speech with a Timbersaw‘s response (―Trees?)
— which is a characteristic that will be discussed one the next learning principle section. The two following lines of his/her discourse is based on his game knowledge; he is trying to suggest to his/her team what could be a good choice of hero to ―solo‖ on the middle lane and against a good possibility of enemy on the same lane (in this case, Puck). I followed agreeing with him/her because my thoughts about the choice of heroes were the same.
55 CV: [(Allies): woOdy: Very nice.] 56 CV: [(Allies): Blue: [vs puck like]
48
In this same frame it is also possible to analyze the relevance behind the interaction between players. This is an opportunity for players to express their opinions about what choices would be relevant inside the match, and the fact that the whole dialogue is in English, they can develop their language skills even if they are not expressing ideas within complex sentences, for example: ―I solo‖, ―pick supports‖, ―jungle‖, and so on. It is common for DotA
2 players to keep the communication in a more practical way and/or when it is really necessary. If someone says ―jungle‖ in the beginning of the game, players will imply that the player will increase his level on the neutral camps, avoiding engaging in direct battle with enemy heroes and creeps.
Interaction is crucial in DotA 2; however, sometimes players do not have time enough to say everything they want or in the way they want because some situations (when an allied hero is ambushed, for example) need players‘ skills that are not related to communication skills, such as fast reasoning and motor skills. For this reason, there are resources, — like the
Quick Team Chat (see picture 23), for example — abbreviations and expressions that players need to be familiar with in order to better play the game while interacting with members of their teams.
Pìcture 23 – DotA 2 Radiant‘s Chat (3).
Time Elapsed: 4:28m — 4:35m
[(Allies): Yellow: Missing Mid!]
The message sent by Yellow was generated by a Quick Team Chat shortcut. In this case, Yellow wanted to warn the team that the enemy hero that was on the middle lane had 49 recently left his original position. The message, though quite simple, is totally relevant to all the members of the team — since the enemy hero who left the middle lane can be at any place and could organize a trap to kill heroes of our team. The ―miss‖ or sometimes, ―mia‖57, is commonly used in English, as many other terms as ―bot‖, ―mid‖, ―top‖ and so on, what makes the game‘s environment a propitious place for players to develop their language skills.
When Yellow sent the command ―Missing Mid!‖ (see picture 23) for his/her team, everybody could not just read the message, but also listen to it — with Viper‘s own voice.
While listening/reading the message, players took actions based on the message that they received and interpreted, for example, staying near a tower becoming protected enough not to become ―ganked‖58. Likewise, items‘ names (and descriptions), heroes‘ skills, and other expressions (such as, ―roaming‖, ―dive‖, etc.) are commonly used in English because of the DotA 2 player‘s community‘s familiarity with these expressions.
On the level of interaction, it is worth mentioning that Announcers and heroes are constantly interacting with players, which can help them to develop their listening skills.
Based on this learning principle, it is possible to analyze that players were constantly interacting with each other in English as well as the game‘s environment (Combat
Information, Announcers and Characters’ Discourses), which indicates that they were developing at least three language skills related to the English: reading, listening and writing.
There is also the possibility of players to develop their speaking skills if they wish to speak during matches. In the case of this match, there was not oral communication between members of the Radiant‘s team — at least using the DotA 2 Voice Chat (some members of the team could be speaking with each other using other voice chats59.
57 Acronym of Missing In Action. 58 Gank or Gang Killing is the act of moving in group around the map in order to kill an outnumbered hero. 59 Programs used to communicate via Internet such as Skype or Dolby Axon. 50
6.2. Identity
For many times during the whole match, a specific player called my attention because s/he kept repeating some of the responses that his/her hero says: Blue, who was controlling
Rizzrack, the Timbersaw. Timbersaw — whose responses were made by the actor TJ Ramini
— is a hero with many comic responses. Blue was the first player to pick a hero in the match.
Though his/her choice was random, s/he seemed to sympathize with the hero by repeating some of its comic responses in many different circumstances during all the game.
Blue seemed to (really) appreciate Rizzrack‘s responses along with its set of abilities.
After using one of his abilities — Timber Chain (see picture 24) — s/he made the following comment:
Picture 24 – Timbersaw Using the Timber Chain Ability.
Picture 25 – DotA 2 Radiant‘s Chat (4).
Time Elapsed: 22:16m — 22:29m
[(Allies): Blue: god timber is so fun]60
60 CV: [(Allies): Blue: God, Timber is so fun] 51
I noticed that most part of Blue‘s dialogue was connected directly with Timbersaw‘s responses. As observed on picture 22 (where he says ―Trees?‖), Blue was repeating part of one of the Timbersaw‘s spawning responses (―Trees? What do you mean there's trees out there?‖). This identification with the hero (see picture 25) gave him/her a certain level of motivation to talk with the team — even if the information was not considered useful. Hence, it is possible to assume that while listening to Timbersaw‘s responses and recreating them on the chat, Blue was developing at least two of his/her language skills: listening and writing.
The following example presents Blue repeating some of the Timbersaw‘s responses:
Picture 26 – DotA 2 Radiant‘s Chat (5).
Time Elapsed: 09:43m — 09:50m
[(Allies): Blue: lookin sharp]61
[(Allies): woOdy: aewsome]62
[(Allies): Blue: CARAZY SHARP]63
Picture 27 – DotA 2 Radiant‘s Chat (6).
Time Elapsed: 15:10m — 15:18m
61 CV: [(Allies): Blue: looking sharp] 62 CV: [(Allies): woOdy: awesome] 63 CV: [(Allies): Blue: CRAZY SHARP] 52
[(Allies): woOdy: nice]
[(Allies): woOdy: Well Played!]
[(Allies): Blue: YOU DONT GET TO WIN]64
[(Allies): Blue: I GET TO WIN]
Picture 28 – DotA 2 Radiant‘s Chat (7).
Time Elapsed: 28:32m — 28:39m
[(Allies): Purple: run]
[(Allies): woOdy: run run run]
[(Allies): Blue: runrurnururnunrunrunrun]65
Starting by picture 26, Blue cites one of Timbersaw‘s ―Gaining a Level‖ responses:
―Looking sharp. Crazy sharp‖. Minutes later, s/he follows citing one of the responses — as observed on the picture 27 — that Timbersaw says when he kills a hero. Finally, on picture
28, s/he (as other members of the team) cites one of Timbersaw‘s responses when the hero activates the Haste rune66.
Blue‘s discourses during this DotA 2 match shows the impact that heroes‘
(specifically, Timbersaw) characteristics have over players‘ identities; influencing players‘ actions (inside the game) and even their way of interacting with other players. It is possible to
64 CV: [(Allies): Blue: YOU DON‘T GET TO WIN] 65 CV: [(Allies): Blue: run run run run run run run run] 66 Special items that are found on two specific spots of the map. The runes – when picked up – instantly disappear and provide to the hero that activated it, powerful effects for a short period of time. 53 assume that, in this case, Blue is assuming not only Timbersaw‘s role (as a ―tanker‖, for example), but also a little part of its personality. Moreover, based on the identity principle,
Timbersaw‘s personality motivated Blue to develop his/her listening and writing skills in
English enough to understand and produce (textually) what Timbersaw says in many circumstances during the match.
6.3. Situated Meanings
As mentioned on previous chapters, games are very functional in contextualizing words/expressions and situations. In the last part analyzed of my record, players were comparing and discussing about aspects related to two heroes‘ abilities: Slark and
Timbersaw.
Picture 29 – DotA 2 Radiant‘s Chat (8).
Time Elapsed: 38:01m — 38:06m
[(Allies): Purple: 109hp67 regen68]
[(Allies): Purple: lol69]
67 Acronym of Hit Point. HP is the total of health (in numbers) that heroes have and its regeneration rate is naturally based on the heroes‘ strength attribute and can be increased with items or abilities. Heroes die when they reach 0 HP. 68 Abbreviation of regeneration. The term is referent to the heroes‘ health restoration capability, which is crucial for them to restore lost hit points. 69 Acronym of Laughing Out Loud. 54
[(Allies): woOdy: sick regen]
Picture 30 – DotA 2 Radiant‘s Chat (9).
Time Elapsed: 38:07m — 38:20m
[(Allies): Blue: you get more slark]70
[(Allies): Blue: with your ult71]
[(Allies): woOdy: yes]
[(Allies): Purple: still]
Picture 31 – DotA 2 Radiant‘s Chat (10).
Time Elapsed: 38:22m — 38:29m
[(Allies): Purple: for a not slark character that’s hilarious]
Players are discussing about a Blue‘s hero‘s characteristic. The discussion started with
Purple‘s surprise when s/he noticed Timbersaw‘s regeneration rate and I just followed by giving a complement (―sick‖, which in this case is used as a synonym of ―cool‖ or ―insane‖).
Blue responded arguing that Purple‘s Slark‘s regeneration rate is even better because of its ultimate (Shadow Dance).
70 CV: [(Allies): Blue: you get more, slark] 71 Abbreviation of ultimate, the heroes‘ most powerful skill. 55
Purple agrees with Blue; however, s/he insists that ―for a not slark character that’s hilarious‖. Purple thinks that it is very comic that a hero that does not have the Shadow
Dance ability (that is to say, all heroes except by Slark) could achieve this level of regeneration — because very few heroes‘ can contest against Slark‘s regeneration rate under the effect of Shadow Dance.
The fact that both players can make brief observations about the condition of these heroes is related to the fact that both players could apply a meaning to these specific topics on this specific situation. Both players had knowledge of Slark‘s ultimate‘s effects and also how
Timbersaw‘s abilities and items work to grant it that particular regeneration rate. Thus, it is possible to assume that players could develop their language skills in English (in this specific case) by reading skills‘ and items‘ definitions, then, interpreting the characters‘ skills (and items) and finally, testing them in different circumstances.
The items or skills do not speak by themselves — they only have a concrete meaning
(application) when they are situated inside different situations in DotA 2. As the textual information is not representative enough (self-sufficient), it demands other resources to better illustrate its information (e.g.: Valve developed short videos72 of heroes‘ skills on practice in order to illustrate how each skills works inside the game). The dialogue presented on picture
29, picture 30 and picture 31, represents the result of players‘ capacity of reading, understanding and practicing (playing/discussing) the relations that items and heroes‘ skills have in specific situations inside DotA 2.
The situated meanings principle shows that in this circumstance, players are developing at least two language skills in English: reading (by analyzing heroes‘ skills and items) and writing (by arguing about the heroes‘ conditions and skills in that specific situation).
72 The videos are located on the Heroes‘ Library section inside the game. Players just need to access the heroes‘ information and then have access to the heroes‘ skills tutorial videos. 56
7. Conclusions
―I am unfamiliar with this feeling. Is it joy?‖
— Puck, the Faerie Dragon
This research tried to defend the thesis that there is the possibility of DotA 2‘s players to develop their language skills in English based on three learning principles: interaction, identity and situated meanings. The video recorded with Fraps (version 3.2.1) focused on the
Radiant‘s team chat in order to show in practice how these learning principles work together, serving players of the Radiant faction during their communication process.
For the interaction principle, this research showed how players can develop their different language skills by communicating with other players (through different possibilities of communication such as the Standard Chat) and by interacting constantly with the game‘s environment (Announcers, Combat Log and Heroes’ Responses). The game showed to be very useful (in this case), offering players the possibility to develop their skills in the four modalities of the English language: reading, listening, writing, and also speaking (if players wish to do so).
The second principle presented — the identity principle — revealed the influence that heroes‘ characteristics (voice, design, responses, abilities) have over DotA 2‘s players. A specific player was analyzed and showed him/herself very motivated to communicate with his/her team just to share the comic responses that his/her hero says. Also, this research showed that the identity principle works as a connector between the two other learning principles serving also as the starting point for motivating players to develop their language skills inside the DotA 2‘s environment.
Finally, for the situated meanings principle, players showed that it is also possible to develop their language skills in English as they discuss and compare two different heroes‘ 57 characteristics in a specific situation where it was required from them to put into practice their textual interpretation (heroes‘ skills‘ descriptions) and textual production in English.
Likewise, DotA 2‘s massive amount of textual information for players to practice their language skills in English exemplifies the situated meanings principle.
DotA 2 proved to be a productive game for players to develop their different language skills in English while at the same time, they are engaged in a very competitive environment where interaction, identity and situated meanings are in synergy.
7.1. Limitations of the Study
This research — relating DotA 2 and some learning principles — is a very simple research and certainly has its gaps; for example: firstly, I did not have any registers of players speaking on the Voice Chat because nobody used this resource the whole match. In relation to this matter, I did prefer to use an original DotA 2 environment — where players just communicate (with the resources of their preferences) if they wish to do it and not when they are forced to do so. Therefore, the different forms of interaction that can be found inside a
DotA 2 match are arbitrary (unless someone induces a specific form of interaction).
Secondly, players set their language preferences on Steam. There are twenty five supported languages. The language preference changes some of the textual information related to items (definitions) and skills — definitions and in some languages, names. In relation to this matter, this research shows that there is a possibility of players to develop their languages skills in English while reading heroes‘ skills and items definitions even if it has no concrete evidences on the video that shows that those players read the information in
English and not in other language. It is also important to mention that players are not learning the English language while playing DotA 2. This research intended to show that players can 58 develop different language skills in English while playing DotA 2, which means that players possibly already had some knowledge in the language.
These are the research‘s gaps (that I could find) associated to DotA 2‘s player‘s development of language skills in English.
7.2. Pedagogical Implications
In relation to the pedagogical implications of DotA 2, there is plenty of textual information that can be used for English teaching purposes. In an English class, for example, teachers can base their classes on the game‘s textual information, creating various possibilities of activities where students can develop their language skills. Some of these possibilities encompass:
Using heroes‘ profiles in reading activities asking students what is the relation to the
heroes‘ background and their set of skills;
Using heroes‘ responses in listening activities in order to motivate students with the
different characteristics of these discourses;
Engaging students in activities where they can practice their writing and reading skills
in English and put on test their creativity by developing their own items and heroes —
skills and profiles;
Organizing students in groups for speaking activities where they could choose the
heroes (based on their skin) as they wish or randomly. The activities can be based on 59
the different heroes‘ responses categories, for example, ―Killing a Rival‖ and
―Meeting an Ally‖ responses.
These are some of the pedagogical implications related to players‘ development of language skills in English based on DotA 2‘s textual information.
7.3. Suggestion for Further Research
DotA 2 offers a great variety of features that can be analyzed in future researches.
These researches could be conducted in the light of various learning principles that DotA 2, as many other games, incorporates (multimodal principle, cross-functional teams principle, practice principle, to name a few). A possibility of research could be based on the analysis of one learning principle or a set of different learning principles that are interconnected in DotA
2 or other MOBA game — League of Legends (commonly known by its acronym ―LoL‖), which is also very popular among MOBA players, for example — or in different video games genres, that can help players to develop their (foreign) language skills in English. This modest research analyzed just three of the many learning principles that can be found inside
DotA 2 that can help players develop their language skills in English.
60
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66
Appendix
In this section I make available all the relevant information (hero‘s biography, set of skills and responses) about the hero Rizzrack, the Timbersaw and also the Slark‘s ultimate skill (Shadow Dance). Also, I provide pictures with the hero‘s characteristics (skills, items, attributes, etc.) which are located on the bottom of the players‘ screen.
1. Rizzrack, the Timbersaw: Hero’s Biography*
* Retrieved from DotA 2‘s heroes‘ library at http://www.dota2.com/heroes/.
Rizzrack could still hear the screams in his mind. He worked, frantically turning wrenches, twisting screws, building and carving and forging. Sleep eluded him; he only built.
Months had passed since he had shut himself in his uncle's workshop, and his deliverance was nearly complete. He rubbed his back as his eyes drifted shut, and saw a blanket of flowers floating on the placid waves of Augury Bay before exploding into a cloud of pollen that silenced lives as it seized the lungs. He woke with a choking start. For hours the rhythmic sound of a whetstone filled the shop as he sharpened a set of massive blades, his 67 mind filled with images of strangling vines garroting neighbors, enwrapping homes. The flooding of Augury Bay had been nothing compared to the violent horrors the waters left to take root beyond the city walls. But the saw-suit would make him strong and safe he thought, allowing himself this sliver of hope before the full might of his fear crashed into his fading mind. Branches and bark and blood. When the city fell, Rizzrack fled trees that walked, and fought, and killed. Trees had shattered the gates and swarmed into the city. Trees had crushed and thrashed and stomped the last that Augury Bay could muster in defense, and stalked the few fleeing refugees. In addled silence Rizzrack unspooled the thick chain from the suit's arm, his hands quaking as he inspected each link and ran a trembling finger along the claw attached at its end. The saw-suit was ready.
With his hand trembling he sparked the bladed machine to life. Terror drove him, terror of what awaited him and of what he would have to face to have any hope of calming his mind. As the saw-suit shuddered to life he knew he must face this fear, and he knew he wouldn't like it one bit.
68
2. Rizzrack, the Timbersaw: Skills
The following information provided by DotA 2 Wiki at www.dota2.gamepedia.com/timbersaw.
Whirling Death
Timbersaw whirls extremely sharp edges, damaging enemies and destroying trees around him in an area. If an enemy hero is affected, it loses some of its primary attribute short a short duration. Whirling Death deal Pure damage if a tree is cut down in the process.
Damage: 100/150/200/250
Primary Stat Reduction: 15%
Area of Effect: 300
Cooldown: 8 seconds Mana Cost: 70/80/90/10 69
Timber Chain
Timbersaw fires a chain that embeds itself in the first tree it hits, pulling him towards it. An enemy in the path takes damage.
Range: 800/1000/1200/1400
Damage: 100/140/180/220
Damage radius: 225
Cooldown: 4 seconds Mana Cost: 60/70/80/90
70
Reactive Armor
Each time Timbersaw is attacked, he gains increased health regen and armor. Each stack lasts for 16 seconds.
Stack Limit: 4/8/12/16
Stack Bonus: 1
Stack Bonus Health Regeneration: 1 HP/sec
Chakram
Fires your main saw blade at the target location, and once there the blade will spin, dealing damage in an area around it and slowing enemies. For each 5% of health missing, enemies caught in the saw move more slowly. The blade deals damage and cuts down trees in its path when fired and retreated. You lose the ability to attack and your mana gets drained while the blade is out.
Range: 1200
Passthrough Damage: 100/140/180
Damage per Second: 50/75/100 71
Move Speed Slow: 5%
Mana Cost per Second: 20/25/30
Cooldown: 8 seconds Mana Cost: 100/150/200
Return Chakram
Return the Chakram to Timbersaw.
72
3. Timbersaw’s Responses*
The following information was copied from DotA 2 Wiki at http://dota2.gamepedia.com/Timbersaw_responses
* Timbersaw‘s voice actor: TJ Ramini
Beginning the Battle
. There are trees everywhere!
. Trees? Well nobody said anything about trees.
Drawing First Blood
. First blood! I cut you, and I split you, and I killed you! Ha ha ha ha ha ha!
Moving
. Yes.
. Yes.
. Breathe.
. Uh, if you say so.
. Are you sure about this?
. I don't know.
. What if they get me?
. Thatonelooksangry!
. Yeah yeah.
. Yeah yeah. 73
. Okay. Okay.
. Courage!
. What was that sound?
. Why me?
. Running!
. Oooh!
. Do I have to?
Attacking
. Attack!
. Attack!
. Chop chop chop chop chop chop chop!
. Ha ha! Chop chop!
. Stay back!
. Cut cut cut!
. Yeah I'm gonna cut ya!
. You're with the trees aren't you?
. I'm warning you!
. I'll get you!
. I only need a clipping!
Casting a Spell
. I'll show you!
. Finally!
. Gogogo! 74
Casting Whirling Death
. Whirling death!
. Round and round!
. Spin! Cut! Shred!
. Stay away from me!
. Oh god I think I'm going to be sick.
. Look at me go!
Casting Reactive Armor
. Ha! They'll never get me in here.
. Safe. Safe. Safe.
. It is dangerous out there.
. Can't get me!
. Ha ha!
Casting Timber Chain
. Timberchain!
. Whoa!
. Away!
. Whee!
. Whoo!
. Yoink!
. Yoink! 75
Casting Chakram
. Timber!
. I'll cut everyone!
. Spin blade, spin!
. It slices, it dices!
. Clear cutting!
. He ha ha ha ha!
. Eh ha ha ha ha ha ha ha!
. Ha ha ha ha ha ha ha ha!
Casting Chakram Return
. Ah! Well, that was fun.
. Much better.
. To me!
. Here boy!
. To me!
. Heel!
. Now!
. Good blade.
. Enough.
Missing with Timber Chain
. They're gonna get me.
. Oh no, no no now what?
. I'm trapped. Trapped! 76
Gaining a Level
. The forest ain't safe!
. They won't know what cut 'em!
. Sawblades still not sharp enough!
. Looking sharp. Crazy sharp.
. Wait till they get a load of me.
. They can try to stop me. They can try!
. I'll cut 'em all down.
. Oh! Got a buzz out of that!
. He he he he he!
. Oh ho ho!
. Ha ha ha ha ha ha!
. No forest is safe from me!
Killing a Hero
. Cut cut cut cutcutcutcutcutcutcutcutcutcutcutcut!
. Ah ha!
. Out of my way!
. Timber!
. I'd hack you down again if I could!
. Chop chop!
. Chop chop chopchopchopchopchop!
. You don't get to win. I get to win!
. Mulch! 77
. You mad? Cuz I am! Hahah!
. Hilarious.
. I told you to stop getting blood on my blades!
. Mm! That is one less voice in my head.
. Nobody takes me seriously.
. Ha ha ha!
. Ha ha ha ha ha ha ha ha ha ha ha!
Killing a Rival
. I got you. I got you! I chopped you down.
. Ha! You're sawdust!
. Oh you gave me a splinter!
. If you fall in the woods, and I laugh, will anyone hear me?
. Your friends are next, Prophet!
. Oh don't die yet. I'm not finished with you.
. Trees do have a way of dying around me!
. Saw that coming. Ha! Get it?
. Saw that coming.
. Finally, I haven't slept in weeks.
. I was never really interested in fire, I don‘t know why.
. Not listening. Not listening. Not listening.
. So much for your delusions of grandeur.
. Not so tough without your friends, are you?
. Treehugger. 78
Meeting an Ally
. There's...a giant...tree-person...right next to me. Stay calm. Ha ha ha ha. Just stay
calm.
. There's...a giant...tree-person...next to me. Ha ha. Stay calm. Hi there. Stay calm!
. You make tree-people. Okay Prophet, I don‘t think we can be friends.
. An axe to grind. Oh good! Ye-good good good we'll need that!
. Wood carving, meat carving. Same thing, right Pudge?
. Some slash and burn, Batrider?
. So how do you keep track of all those personalities?
. Why are you so perky, Enchantress? Can't you see what's happening?
. I'm under enough pressure without your help, Enigma.
. Ah, Dark Seer. Finally someone who appreciates a wall without padding.
Last Hitting
. Snip!
. Clipped!
. Gold!
. That's all I need.
. Yup, that'll work!
. Gimme.
. Good!
. Simple!
. Nut! 79
Dying
. No!
. Finally came for me.
. Feeling peaceful!
. Malfunction?
. Ow!
. Dammit!
. Oh not the trees! No!
. Eject! Eject!
. No this is not happening!
. Ah you traitor!
. Ah nuts.
. This is not happening!
. Oh! So exposed!
. What? What-what happened?
. Oh it's all so clear to me now.
. Dammit.
Respawning Quickly
. They're all against me! All of 'em!
Respawning
. Oh no. Back here again?
. Trees? Why did it have to be trees?
. Hey don't tell me to calm down. I am calm! 80
. You know I'm really not a fan of that dying thing. No, it's not for me.
. I am completely sane!
. Revving up!
. It's great to be back. Well that's what I tell people anyway.
. I tell you, you wouldn't believe where I've been! You know, no one ever does.
Rare
. Someone once told me I needed to face fear to get over it, and I thought well why not
take a step further and cut fear into little pieces then set my fear on fire then throw the hot
ash of my fear into a lake and then poison the lake. Simple!
. I‘m not a lumberjack, and no, I‘m not okay. I thank you.
Purchasing an Item
. Hey that is a crazy bargain.
. You're selling me this? And they call me crazy?
. I have never wanted anything else.
Purchasing Aghanim's Scepter
. Ah! Scepter!
. Well it's not an axe, but yeah sure it's nice.
Purchasing Blink Dagger
. Blink dagger!
. Blink dagger? I don't need to blink!
Purchasing a Specific Item
. Branch? 81
. Bloodstone!
. Shiva's Guard!
. Heart of Tarrasque!
. Linken's Sphere!
. Scythe of Vyse!
. Pipe of Insight!
. Assault Cuirass!
. Blademail!
. Radiance!
. Scepter of Divinity!
. Quelling Blade!
. Vanguard!
. Black King Bar!
Using Tango
. Mm god I hate trees.
. Another tree down.
. Mmm splinters!
. Delicious.
. De-li-cious.
. Won't need a toothpick.
Bottling a Rune
. This is my scheming face.
. Never know! You just never, never know. 82
. This will save me?
Denying
. Denied!
. Denied!
. Uh uh!
. Uh uh!
. Back off!
. Not yours!
. Hey!
. Hey!
. Mine!
. Keep your hands to your self!
. I said no!
. Ha!
. Ha ha ha-ha ha!
. Oh ho ho ho ho ho! No.
. Denied!
. Denied!
. Denied.
. Denied!
. Denied!
. Denied! 83
Calling a Missing Hero
. Missing top!
. Missing middle!
. Missing bottom!
Finding a Common Cosmetic Item
. Finally a pleasant surprise.
Finding an Uncommon Cosmetic Item
. Who told you I wanted this? Who? I want to thank them!
Finding a Rare Cosmetic Item
. This! This is what I have always wanted! Always!
. Oh! Oh! Oh-oh-you see this? You see? Oh this is what I've always wanted! Oh I'm so
happy!
Taking Aegis of the Immortal
. Immortality!
. They can't kill me. Nobody can.
Activating Haste
. Haste!
. Run run run runrunrunrunrunrunrunrunrun!
Activating Double Damage
. Double damage!
. I'll cut and then I'll cut again. 84
Activating Regeneration
. Regeneration!
. Oil the joints. Sharpen the blades.
Activating Illusion
. Illusion!
. Oh great, now I'm seeing things too.
Activating Invisibility
. Invisibility!
. Hey! Where'd I go?
Attempting to Use an Ability on Cooldown
. Not yet.
. Not yet.
. Hey! I said not yet!
. I'm not ready.
. Nyeh I'm not ready.
. I said I'm not ready!
. It's not time yet.
. It's not time yet.
. Hey! I told you! It isn't time yet!
Attempting to Use an Ability without Mana
. Out of mana.
. Out of mana. 85
. I'm out of mana!
. No mana.
. No. No mana.
. Are you hearing me? No mana!
. Not enough mana.
. Not enough mana.
. Oh. Will you get-Not. Enough. Mana!
Thanking
. Ah thanks.
. You're one of the good ones!
. I almost trust you.
Coming Under Attack
. I'm under attack!
Taunting
. This one is in the bag. And that one is too. And that one! They are all in the bag.
Crummy Wizard
. Crummy wizard.
Shitty Wizard
. Shitty wizard.
Losing
. Defeated! 86
. No escape! No escape! They they're gonna find me! They'll get me I'm telling you I know
it they cz vz mm!
. No! No no!
Winning
. Victory.
. We won! We won! Ha ha ha! Yes! What did we win? What? Clarify.
Pain
. Oh!
. Ow!
. Ah!
. Oo!
. Ooh!
. Ey!
. Ha oh!
. Ow!
. Ugh!
. Aw!
. Oi!
Anger
. Ah gzfzlrr.
. Nyahkuh.
. Nogudvvm.
. Ouph. Noo. 87
Happiness
. Ooooh.
. Ah ha ha ah.
. Ahhh.
. Mmmm!
. Oh yeah ha ha.
. Mmm.
. Ah.
. Mmm!
Laughter
. Ha ha!
. Ha ha!
. He he he he!
. He he he he he!
. Oh ho ho ho ho ho ho ho ha!
. Ah ha ha ha ha ha!
88
4. Slark, the Nightcrawler: Shadow Dance
The following information provided by DotA 2 Wiki at www.dota2.gamepedia.com/slark.
Shadow Dance
When used, Slark hides in a cloud of shadows, becoming invisible (attacking, casting spells, and using items do not reveal Slark). Passively, when not visible to the enemy team,
Slark gains bonus movement speed and health regeneration.
Duration: 4 seconds
Bonus Movement Speed: 30%/35%/40%
Health Gained per Second: 3%/5%/7%
Cooldown: 65 seconds Mana Cost: 120
89
5. Hero Information
5.1. Basic hero information
5.2. Mini map
5.3. Hero’s animated portrait
5.4. Hero’s statistics
90
5.5. Hero’s attributes
5.6. Hero’s skills
5.7. Hero’s items