E1n1verse – WoW, Learning, and Teaching by Michelle A. Hoyle

Elsheindra the Druid

I have been reading slowly but surely through James Paul Gee’s What Video Games Have To Teach Us about Learning and Literacy over the last six months. The following is based on notes I took for my research journal while reading Chapter 3 on learning and identity. In particular, I focus on the notion of the tripartite identity and what that means to me in the real world and in the virtual world in which I play.

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When I last saw J, my supervisor, we were disagreeing about how to do the motivational essay coding for my first World of Warcraft survey.. My plan was to go through the essays first to come up with some themes. Then Basil and I would independently code them for theme. My reasoning was I wanted the coding to be free from subjective bias. If two of us agreed independently, then that would be better than just my assessment of the data. J. thought it was unlikely Basil and I would agree, so she set me the “Great Date Night Experiment.” In this experiment, Basil, my partner, and I would sit down on “date night” and test out my theory on a small scale. Basil would read one essay and summarize the main themes or ideas he thought were represented in the essay. I would independently do the same. Then I would report back to J.

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The One and Friends at the start of Razorgore encounter in Blackwing Lair in March of 2010

I’m now in week two of my first survey into learning, communities of practice, and World of Warcraft in support of my doctorate. The first part of the survey is collecting some in-game demographic details, such as how long people have played, what their first character was, favourite professions, etc. The meat of the survey, however, is a short answer question about why people play World of Warcraft.

I am still looking for additional responses and the survey is scheduled to close at the end of this weekend (April 18th). If you play World of Warcraft or know other players, I would be grateful if you could encourage them to visit the survey information page and participate. On completion, participants will be given a code to enter a draw for three Blizzard store pets as prizes.

Tweet, ask in guild, ask at university, or poke your workmates to pass the word along. Just remember that it’s only open to those 18 years or older as I’m interested in examining adults and learning and there are restrictions on participation in things by those younger than 18.

Thanks!

• Survey 1: Why Do You Play World of Warcraft

Interesting facts:

1. 60% of MMORPGs players are in the 20-35 year-old demographic (Nick Yee in Escoriaza 2009).
2. In World of Warcraft specifically, 47% of players in 2005 were 26 years or older. (Yee 2008).
3. About 75% of new students to The Open University are 26 years or older (Jha 2010, p. 20).

When you consider that World of Warcraft had more than 11.5 million active subscribers by the end of 2008 (Blandeburgo 2009), that’s more than 5.4 million people in an age group very interesting for my work in higher education via distance education. In particular, remember that these 5.4 million people are often very compelled (sometimes even addicted) to play. What is it that motivates these people and what real-life tangible learning benefits are derived?

Those are questions that I intend to answer in the WoW Learning project, a study of learning in World of Warcraft. Quietly built earlier this month and located at the memorable WoWLearning.org, it will be a repository for data, posts, and papers about my Ph.D. research into the learning, motivation, and communities of practice formation demonstrated by World of Warcraft players, both in the game and on forums.

As the project will include ethnographic work in World of Warcraft as well as surveys, in the interests of transparency and to help foster credibility, postings are made using my World of Warcraft character name “Elsheindra (Michelle)” instead of my full real name or commonly used Internet nickname of “Eingang.”

References

• Blandeburgo, B. (2009) ‘Activision “WoWs,” But Where’s Wireless?’, The Game Trade Journal, blog entry posted March 4, 2009. Available from: http://www.gametradejournal.com/2009/03/activision-wows-but-wheres-wireless.html (Accessed March 30, 2010).
• Escoriaza, J.C.P. (2009) Second Skin. [MPEG 4 Film]. United States: Liberation Ent.
• Jha, J. (2010) ‘Harnessing Technology To Open Up Learning for All: Interview Martin Bean, Vice-Chancellor, Open University, UK’, Global: The International Briefing, 2 (March 2010), pp:18-21. Also available from: http://viewer.zmags.com/publication/d118c039 (Accessed March 30, 2010).
• Yee, N. (2008) The Daedulus Project, [online]. Available from: http://www.nickyee.com/daedalus/docs/shared-data.php (Accessed February 21, 2010).

I’ve been thinking about the design of the study I want to do on motivation in World of Warcraft. My immediate approach, similar to introductory programming students, was to jump right into the meat of it and start writing survey questions instead of planning. In order to get the data you need in the study, you need to know what questions you want answered. You need to plan. Without knowing that, how can you write survey questions to elicit those answers? So what is it I want to know?

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As part of a course under development at The Open University, I was approached as a known World of Warcraft player and asked to write a short paragraph or two on why I play World of Warcraft. I freely admit to failing to only write a short paragraph or two, but that’s probably because I’m passionate about World of Warcraft and my activities in it, especially given the prominence it plays in my life in so many areas. Read on to find out why I play World of Warcraft.

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I have my annual Ph.D. review meeting tomorrow afternoon. As usual, I’m more than a bit nervous, especially as I made the big step this academic year of completely dropping my former Ph.D. work and starting a brand new topic that intersects the boundaries of my three main interests: communities, learning and teaching, and Internet-enabled technologies. As part of the review process, we’re asked to produce a 4-page report that explains what we’ve done since the last report. In your first year, this report ought to focus on your thesis proposal, although many students won’t yet have one. I do have some ideas about what I want to do and how I am going to go about it. I’ve made an online version so that it will be indexed and easily findable by others interested in World of Warcraft and e-learning.

The 30-second summary: Examine how metaphors and game design of World of Warcraft motivate people to learn and to work, with an eye to transferring motivation, social knowledge building, and persistence to online higher education practices, like community building for lifelong learning.

Click the “More” link below to continue reading the online version of the proposal and progress report. A downloadable PDF version is also available.

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