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What World of Warcraft Is Teaching Us About Learning

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What World of Warcraft Is Teaching Us About Learning WHAT WORLD OF WARCRAFT IS TEACHING US ABOUT LEARNING A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN LEARNING DESIGN AND TECHNOLOGY GRADUATION-MAY 2017 By Lyn Kajiwara Ackerman Dissertation Committee: Ellen S. Hoffman, Chairperson Curtis P. Ho Michael P. Menchaca Seungoh Paek Elizabeth J. Davidson Keywords: World of Warcraft, Social Cognitive Learning, 21st Century Skills, Community, Learning Support. ACKNOWLEDGEMENTS Do not go where the path may lead, go instead where there is no path and leave a trail. - Ralph Waldo Emerson These inspiring words were given to me by my daughter Laura. They reminded me to be courageous, brave and compassionate as I journey through life. My sincere gratitude and appreciation go to those who accompanied me on my journey. Dissertation Committee, especially Dr. Ellen Hoffman for your expert guidance. Department of Learning Design and Technology for providing a nexus of knowledge, innovation and growth. Cohorts 1 and 2 for your advice. Cohort 3, especially Kellie Kong Taguchi, Elton Masaki, Claire Chun and Malia Mallchok for the fun and camaraderie. Lanette Darby, Judi Lee and others for your help and encouragement. Research participants, the students, Adrian Kerwin, the summer school program and others for your time and energy. Special thanks go to my family, Carl, Laura and Jennifer Ackerman for your inspiration, love and support. ii ABSTRACT Video games are a growing multi-billion dollar industry. Pew Internet & American Life Project (2008) reported that 97 percent of teens ages 12 to 17 years play computer, web, portable, or console games. Of the various genres that were reported, 36 percent of teens played role playing games and 21 percent played massively multiplayer online games. The purpose of this mixed methods case study was to explore and examine the popular massively multiplayer role playing game World of Warcraft as an informal learning environment by examining adolescent game perceptions and experiences. The results will help educators and others to better understand the video game and the implications for formal and informal learning environments. The research was guided by the questions, “How does the World of Warcraft MMORPG serve as a learning environment? What game components support learning? What are game players learning?” Study participants consisted of nine students in grades 8 through 10 in Hawaii public and charter schools. They played World of Warcraft daily, completing game quests and earning experience points and rewards. Participants wrote about their game interactions at the end of each game period; explaining characters, events, and game choices. Participants also answered survey questions regarding demographics and perceptions of self-efficacy and self-regulation and use of 21st century skills in the game world. The researcher coded participant responses and found that participants were learning and practicing 21st century skills (critical thinking and problem solving, collaboration and communication, and creativity and innovation). Further inquiry revealed that the WoW environment incorporated three areas that aided learning: social cognitive theory, community, and game design components that provided learning support (agency, reinforcement and feedback, graphic user interface, and storytelling). The results showed that World of Warcraft was a learning environment that integrated learning theory, community, and game design to engage and motivate participants to achieve goals within a video game framework. In addition, WoW offered collaborative experiences across participant differences to achieve common goals. The game was a great equalizer, turning iii a blind eye to stereotypes of real-world race, ability, and gender as participants practiced 21st century skills in a virtual world of possibilities. iv TABLE OF CONTENTS ACKNOWLEDGEMENTS ......................................................................................................... ii ABSTRACT ................................................................................................................................... ii LIST OF TABLES ....................................................................................................................... ix LIST OF FIGURES ...................................................................................................................... x CHAPTER 1. INTRODUCTION ................................................................................................ 1 Statement of the Problem ............................................................................................................ 2 Purpose ........................................................................................................................................ 3 Research Questions ..................................................................................................................... 3 Significance of the Study ............................................................................................................ 3 Conceptual Framework ............................................................................................................... 4 Summary of Methodology .......................................................................................................... 5 Case Study Methodology ........................................................................................................ 6 Role of the Researcher ................................................................................................................ 8 Limitations .................................................................................................................................. 9 Definition of Key Terms ............................................................................................................. 9 Summary ................................................................................................................................... 10 CHAPTER 2. REVIEW OF LITERATURE ........................................................................... 11 Video Games ............................................................................................................................. 11 Massively Multiplayer Online Role Playing Game (MMORPG) ......................................... 12 World of Warcraft…………………………………………………………………………..12 Community ............................................................................................................................... 13 Learning .................................................................................................................................... 14 Video Games and Learning ...................................................................................................... 15 Social Cognitive Theory ........................................................................................................... 18 Adolescence .............................................................................................................................. 21 Summary ................................................................................................................................... 22 CHAPTER 3. METHODOLOGY ............................................................................................. 24 Research Design........................................................................................................................ 24 v Case Study ............................................................................................................................ 25 Conceptual Framework ............................................................................................................. 25 Participants and Context ........................................................................................................... 26 Participants ............................................................................................................................ 26 Study Setting ......................................................................................................................... 27 Pilot Study ................................................................................................................................. 27 Instrumentation and Procedures ................................................................................................ 28 Data Collection ......................................................................................................................... 30 Data Analysis ............................................................................................................................ 31 Validity ..................................................................................................................................... 33 Construct Validity ................................................................................................................. 33 Internal Validity .................................................................................................................... 34 External Validity ................................................................................................................... 34 Reliability .............................................................................................................................
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