Strachan, Rebecca, Kongmee, Isara and Pickard, Alison (2016) Using Massively Multiplayer Role Playing Games (MMORPGs) to support Second Language Learning: A Case Study of the Student Journey. In: Utilizing Virtual and Personal Learning Environments for Optimal Learning. Advances in Educational Technologies and Instructional Design (AETID): 52 Volumes, 1 . IGI Global, Hershey, PA, pp. 87-110. ISBN 1466688475
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Abstract
Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also in education. This case study investigates the use of commercial MMORPGs to support second language teaching. MMORPGs offer virtual safe spaces in which students can communicate by using their target second language with global players. Using a mix of ethnography and action research, this case study explores the students’ experiences of language learning and performing while playing MMORPGs. The results show that the use of MMORPGs can facilitate language development by offering fun, informal, individualised and secure virtual spaces for students to practise their language with native and other second language speakers.
| Item Type: | Book Section |
|---|---|
| Additional Information: | Publisher permission given to archive chapter text PB 30-11-15 Copyright rests with publisher, further redistribution without written permission prohibited. |
| Uncontrolled Keywords: | MMORPG, virtual environment, second language learning, online education, e-learning, online gaming, personalized learning, technology enhanced learning, educational games, student engagement |
| Subjects: | G400 Computer Science Q100 Linguistics X200 Research and Study Skills in Education X300 Academic studies in Education |
| Department: | Faculties > Engineering and Environment > Computer and Information Sciences |
| Related URLs: | |
| Depositing User: | Dr Becky Strachan |
| Date Deposited: | 04 Nov 2015 15:00 |
| Last Modified: | 01 Aug 2021 01:16 |
| URI: | http://nrl.northumbria.ac.uk/id/eprint/24316 |
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