Roleplaying Games in Public Education by James A Crockett

THE EDUCATIONAL POTENTIAL AND DIFFICULTIES

PRESENTED BY MASSIVELY MULTIPLAYER ONLINE

ROLEPLAYING GAMES IN PUBLIC EDUCATION

A PROJECT DOCUMENT SUBMITTED TO THE SCHOOL OF EDUCATION IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS for the degree MASTER OF ARTS IN EDUCATION

by James A. Crockett

SIMPSON UNIVERSITY REDDING, CALIFORNIA FALL 2013

ACKNOWLEDGEMENTS

I would like to thank the staff at Foothill High School for an outstanding 90%

participation rate in this research.

Foremost of those being John Watters whose help was

indispensable both in project development and encouraging the participation of other staff

members. I would also like to thank to thank Larry Porta, Bill Moran, Victoria Rendes, Matt

Clark, and Eric Levy who gave me project feedback, allowed me to survey their classes, or both.

I would like to thank members of the gaming community who helped me develop and

fine tune my research. Particularly I would like to recognize the members of the Cognitive

Dissonance, a group educators dedicated to meeting the demands of a changing world. People

who are now forebears to a new kind of educational medium.

Finally I would like to thank my wife who has been a constant source of encouragement

and support throughout the entire process.

However well intentioned, this single page of acknowledgments fails to bring due

recognition to all who have been involved in the creation of this document. There are many

beyond those listed here that are forever deserving of my thanks and gratitude.

i

ABSTRACT The information age has brought with it new educational challenges never before seen. As

educators fight to stay current and meet the needs of a new generation there seems to be a

plethora of "new and improved" educational techniques, practices, and mediums all claiming to

meet the needs of 21st Century students. This study takes a closer look at one such medium; a

popular video game genre that has achieved wide commercial success, Massive Multiplayer

Online Role Playing Games (MMORPG, MMOG, or MMO). Is there any evidence that suggests

MMO video game technology possesses the key elements needed to meet the educational

demands of today's youth?

This study will attempt to evaluate the potential benefit as well as difficulties presented by

the use of an MMO video game within a public high school in Redding California. The study

contains over 561 survey responses from school staff and students who were willing to share their

perceptions in regards to this medium being used in a public education setting. After evaluating

academic potential, possible barriers to entry, and survey responses the researcher will present

several conclusions and suggestions in regards to the future educational use of MMO games.

ii

TABLE OF CONTENTS

CHAPTER I

INTRODUCTION……………………………………………….................1

Brox's Story (The Nature of the Problem)...................................................................3 Statement of the Problem…………………………………………………….............10 Research Question…...………………………………………………………............10 CHAPTER II

REVIEW OF LITERATURE……………………………...........................11

Introduction………………………………………………………………….............11 The Educational Potential of MMOs………………………………..………............12 MMOs in 21st Century Literacy…………………………………….............15 MMOs in Problem Solving and Scientific Reasoning…..….………............22 MMOs and 21st Century Skills………………………………………..........26 Summary of Potential……………………………………………….............35 Inhibiting Factors of MMO use in Public Education……………………….............36 Challenge Area One: Safety Concern and Fears ........……………...............36 Challenge Area Two: Financial and Practical Considerations……...............42 Challenge Area Three: A Need for Continued Research and Development ..45 Challenge Area Four: A Largely Unrecognized Educational Potential……..46 Summary…………………………………………………………………….............48

iii

CHAPTER III METHODOLOGY……………………………………………..................49 Introduction…………………………………………………………………............49 The Survey……………………………………………………………….................50 Survey Section One ...........................................…………………...............50 Survey Section Two ...........................................…………………...............51 Survey Section Three ...........................................………………….............51 Survey Section Four ...........................................…………………..............52 Survey Section Five ...........................................…………………...............52 Foothill High School Information and Statistics...................…………..…..............53 Survey Participants....................................................................................................54 Students.........................................................................................................55 Teachers and Administrators.........................................................................55 Summary……………………………………………………………………............56 CHAPTER IV RESULTS…………………………...…………………………................57 Introduction…………………………………………………………………...........57 Student Survey………………………………………………..………...................58 Student Survey Procedure ..…………………………..………...................58 Findings From The Student Survey....………………..………....................61 Student Comments and Other Data....………………..………....................74 iv

Teacher, Administrator, and Counselor Survey…………..…………...................79 Teacher, Administrator, and Counselor Survey Procedure..…..................79 Findings From The Teacher Survey....………………..……….................81 Findings From The Administration Survey....………..………..................91 Findings From The Counselor Survey...........………..………..................93 Teacher, Administrator, and Counselor Comments and Other Data..........95 Overview of Results………………………………………………………….......99 CHAPTER V

INTERPRETATION OF DATA, CONCLUSIONS AND

RECOMMENDATIONS.................................................................................................102 Introduction………..………………………………………………………........102 Interpretation of Data……………………………..…………………...……......103 Students Data……………………………….………..………................103 Teacher Data……………………………….………..……….................107 Administrator Data………………….......….………..………................110 Counselor Data……………………………….………..……….............110 Overview of All Data..……………………….………..………..............111 Conclusions…………………………………………………………………......112 Conclusions Regarding Student Data…….………..………...................113 Conclusions Regarding Teacher Data…….………..………...................113 v

Conclusions Regarding Administrator Data…….………..……….........114 Conclusions Regarding Counselor Data…….………..………...............114 General Conclusions………………………….………..……….............115 Recommendations…………………………………………………………........115 General Recommendations………………………….………..…….......116 Recommendations for the Survey Site.……….………..………….........116 Recommendations for Future Research/Development…..…………......117 Final Thoughts…...………………………………………………………….......118 SOURCES…………………………………………………………………………........119 APPENDIX A: Survey Drafts...………………………...………………………………125 APPENDIX B: Sample Surveys………………………………………………………...129 APPENDIX C: Surveys……………………………………………………….......…….135 APPENDIX D: Survey Scripts Used for Student Survey Group……………………….141 APPENDIX E: Student Survey Data……………………………………………………146 APPENDIX F: Teacher, Administrator, Counselor Survey Data…………….......……..163 APPENDIX G: Staff Quotes……………………………………………………………..166 APPENDIX H: Teacher/Administrator/Counselor Participation Request………………169 APPENDIX I: Index of Data by Table Number, Title, and Page Number………………171 APPENDIX J: Example of a Possible Educational MMO Experience Form a Student's Perspective…………………………………………………………….......…….............172 vi

CHAPTER I

INTRODUCTION

Nature of the Problem The world of an educator is changing. New technology along with a new generation of "tech savvy" students has lead to a set of problems and difficulties never before seen in the education world. Since the beginning of formal education, until only a few decades ago, access to new learning was largely dependent on a teacher, someone who possessed vast stores of information yet unknown to the student. As a result of technological advancement, 21st Century teachers face the task of educating students who live in an information saturated culture. Most students carry around a small device in their pocket that provides access to more information than any one person could ever hope to know, and most of these students are more proficient with these devices than their teachers. 21st Century students need teachers who can help them navigate not only these new and emerging technologies, but also help them navigate the information that becomes available to them through these technologies. As technology continues to advance and information continues to saturated culture, many teachers remain technological neophytes. (edtechreview.in, 2012) As educators fight to stay current and meet the needs of a new generation of learners there seems to be a plethora of "new and improved" educational techniques, practices, and mediums

1

all claiming to meet the needs of 21st Century students. One such medium, which has achieved commercial success in the video game market, is Massive Multiplayer Online Role Playing Games (MMORPG, MMOG, or MMO). Various educational experts have sited MMO games as having particularly high academic potential: “MMORPG’s are highly social in nature and encourage collaborative play, they promote good communication skills and require well-thought-out coordinated strategies in order for players to be successful. Ultimately, MMORPGs have the potential to serve as an excellent medium for educational purposes.” (Anderson, 2010) “The real advantage is using the [MMO] platform to do innovative things that could not otherwise be done in a classroom that reach into the pupil’s imaginations.” (de Fritas & Griffiths, 2009) “…affordances of gaming and digital technologies provides increasing evidence that these technologies may sponsor the development of key literacies.” (King, 2011. p. i) “Interactions in these virtual, synthetic worlds can mirror those in the ‘real’ world and outside society in terms of rules, laws, economic interaction, and civic engagement, thus providing a potential teaching tool by which to develop citizens…” (VanFossen, Friedman, Hartshorne, 2009) “In terms of research, the new literacy skills necessary for productive citizenship in the 21st Century are already visible in MMOGs.” (Schrader, Lawless, McCreery, 2009) “Whether in communities of practice or through games and simulations, online environments can be an effective means for obtaining essential 21st competencies” (Galarneau & Zibit, 2009)

2

“The knowledge and skills that constitute successful participation in massively multiplayer online games places these games squarely among the most promising new digital technologies to date� (Steinkuehler, 2008).

Despite recent research and claims made by experts, the researcher has found an extremely limited number of incidences where public schools are utilizing MMO games as an educational medium. It is very likely that most educators do not even know what an MMO game is or what it involves. Before the educational potential of an MMO game can be understood a basic knowledge of what an MMO game involves must be understood.

Brox, who many would

consider to be a typical high school student, has a story that will help inform anyone unfamiliar with what playing an MMO game may involve.

Brox's Story When Brox started high school he was worried about fitting in with other students. He was not athletic or smart, nor was he particularly funny or good looking. He felt like he didn't have much that would get him noticed or help him make friends. His home life wasn't horrible but his parents didn't seem to care what he was doing (in school or otherwise) as long as he was staying out of trouble. Brox felt invisible, although he had a bit of a short temper. One of the first things that happened to Brox in high school was he got the nickname 'Red' for the color his face would turn when he got angry, upset, or embarrassed. All things considered however, Brox feels like the year and a half he has spent in high school has gone pretty well. He has found a circle of friends and, even though he still feels very average, Brox has found an inward confidence.

3

Brox has always liked video games. Early on during his freshmen year Brox heard some other students talking about a game he had not played before but wanted to, World of Warcraft (WoW). He used some of the money he saved up to purchase the game and started playing with several of the students he had meet. Brox loved the huge expansive world where he could ride horses, fly on the backs of Wyverns, find hidden treasures, go on endless quests, and become a hero. While Brox felt insignificant and invisible in the real world, in the virtual world he felt like he was someone important and that his decisions mattered. As Brox continued playing he joined a guild (a group of people who adventure together as a team). Brox traveled all throughout the virtual world with his guild members. Together they sought out the biggest, meanest, and most dangerous creatures to kill. Brox and his guild had the noble intent to keep their virtual world safe from all forms of menacing monsters.

Everything didn't go well at first for Brox when he joined the guild. His guild would compete against other guilds. This meant there was pressure for Brox to perform his characters abilities at the right time in the right way to ensure group success. Brox would often be in a guild group of 25 adventures called a "raid". All the members of the raid had to pull their wait. When Brox made mistakes several of his guild mates would make sure to let him know what he had done wrong. Some of his guild mates even had the nerve to tell him he was wearing the wrong gear on his character. Brox started to get very frustrated. He almost got kicked out of his guild twice as a result of his short temper.

He even thought about quitting the game all together. Then Brox experienced something that gave him a different perspective. After his guild spent several days trying to kill a particular monster (or boss), they were finally able to defeat it. Brox felt a rush of pride in what he had helped his guild accomplish. Brox realized that even though he got angry when people corrected him, he was part of a team effort. That was why his guild mates had to keep correcting him. Even though he had never been on a sports team, Brox knew everyone had to work together on a team. If Brox wanted his team to win it required an strong individual effort from each person, including him.

Brox decided he was going to put in the effort to help his guild be the highest 4

ranking guild on the server. The guild Brox was in had been talking about being the highest ranking guild on the server. However, there were thousands of players on the server and dozens of guilds. There was a lot of competition to kill bosses first. He decided the best place to start was to build a new character. He named his new character 'Red', then he started to go online and read various guides about how to develop his new character. Brox became an expert. He learned how to maximize Red's stats. He learned how to augment each new piece of gear Red got while out questing. He learned which of Red's abilities to use and when. When Brox reached a high enough level with Red, he started to once again to play in his guild's 25 person "raid" group. Only this time he listened to everything his guild members told him very carefully. Brox found out that he was a quick learner. At first some people in the guild were apprehensive about Brox bringing his new character to their main monster killing group, but he played well enough now to silence his critics.

As the months passed Brox's guild learned how to work together. When the school year was over Red had some of the best gear (armor worn by an avatar) available.

His guild had moved up considerably and was now ranked 4th on the server. When the summer came Brox found he had more time to play than ever before. He also started learning about Warcraft lore. He didn't pay attention to his summer reading for school but read multiple graphical novels, even a few books set in the Warcraft universe. Almost every night over the summer, Brox would get together with his guild mates, who he now considered to be friends. They adventured together, always attempting to kill new bosses.

As the summer progressed Red's guild started to kill more and more 'heroic mode' bosses; the hardest boss mode setting in the game. Brox also was social outside of the gaming world during the summer. He hung out with his school friends (the ones that introduced him to WoW) every week over the summer. Many of Brox's friends didn't have as much time to play WoW, and none were in a guild as successful as Red's. Brox got a rush hearing, "You killed that boss on heroic already!" He would precede to tell any friend who would listen all about all the skill and strategy involved. Brox didn't do anything academic over his summer break but still worked hard. By the end of the summer Red had all the best gear available in the game. Red even notice that some of the guild 5

members who used to point out his many flaws were now coming to him for advice.

Red's hard work paid off. About the time school started back up, the guild master asked Red to become a recruitment officer. Red was now responsible to find and train new recruits to the guild. It wasn't hard to find new recruits with the success the guild had over the summer. They were now ranked 2nd on the server. A new patch was coming and that meant new monsters to kill. Red's guild would have a chance to take the first place mantle. Red found himself sleeping less and less. He did his best to keep his grades up in school but training new recruits wore him out. He worked patiently with the new recruits but he often found himself wondering, "Was I really ever this naive?" When the new patch was announced to be coming in two weeks, Red redoubled his efforts. The two new recruits who had joined the 25 man team had to be ready for that patch if Red's guild was going to capture the server first ranking. Red would stay up late into the night.

He stopped doing any homework, except the most important assignments.

When the patch hit Red's guild was ready! There was a back and forth struggle between his guild and one other, with several other guilds following close behind. Each guild raced to vanquish the end boss first and claim the server first rank. Every day at school Red would update his friends on how his guild was doing. Some were disinterested but others loved to hear about the crazy antics they were using to get bosses vanquished as quickly as possible. Over the next several months Red's school grades slid from B's to C's. His teachers asked him what was going on. Red tried to explain to his teachers but none of them understood the importance of his guilds mission. Besides he knew he would eventually bring his grades back up.

Red blinked his eyes. He could feel the exhaustion but didn't know it was already 2 A.M. He couldn't quite not now. It all came down to this. His guild had to kill "Garrosh Hellscream." They had to do it now. After being transported to a graveyard, Red ran as a ghost back to retrieve his body. On the way he thought about the all that was at stake. Garrosh was once a noble leader but his arrogance and pride had lead him down an evil, destructive path. The history was all there, the world depended on Red and his 6

companions, they had to stop their former leader before he released more evil into the world. Slowly they had overthrown Garrosh's capital.... NO! They had taken back THEIR capital. One by one Garrosh's champions had fallen before them. Now it was only Garrosh who stood in the way of Red's guild reaching server first. Red's ghost got to his body, his thoughts swirled as his body sprang back to life. "What could he have done differently to have kept from dying last time? Wait didn't he have a history final tomorrow? How late was it anyway?" These brief thoughts were extinguished when he heard the raid leader queue his microphone (mic) "ready check coming out". Red checked to make sure he had everything he needed for another attempt at bringing down Garrosh.

He was ready. Red queued his mic to speak to his guild "come on guys, we were so close last time, let's do this".

"5, 4, 3, 2, 1... Pulling". Red and his compatriots charged in once again leveling everything they had at their foe. As the minutes pass everyone performed flawlessly. Red knew they could do it, for the past 10 days they had assaulted Garrosh trying to bring him down, every day getting closer, every day racing against their arch rival guild. Red listened and watched as the raid team worked, it was harmonious, like a performing orchestra. Each of Red's guild members pressing finger to keyboard at precisely the right time. Red heard someone queue their mic, "Transition phase soon. Get ready." Red checked a few of his abilities. Everything was ready. They were doing well, very well.

As Red moved between transitions what he did now came almost without thought. He executed all of his maneuvers flawlessly, as did the other 24 people in the group. A few more minutes passed and Red could feel the intensity in the atmosphere building. But he was so tired, he felt perspiration building on his forehead. He was about to wipe it off when once again the raid leader queued his mic, "Final phase incoming MAXIMUM FOCUS!" Garrosh grew in size to a hulking 25 foot behemoth. This was it! Victory or death! Everything hit them harder. Everything was more dangerous. Everything required more focus. Mics queued up one after the other. Communication was critical. This "dance" had to be flawless. Then, just as Red was about to wipe off that irritating tickle on the end of his nose, he saw it. One of his now seasoned recruits was out of step! If this recruit didn't move it meant certain death for them all. Instincts took over. It all happened 7

in a blink of an eye. Red used several of his special abilities in rapid succession, and queued his mic, "Move now, move now!" The few extra seconds Red had bought for the recruit was all that was needed. The recruit quickly moved back into step and the dance continued. Somebody queued a mic and a barely audible, "Thank you." was heard. If they could only keep it together for another minute they would be victorious. With renewed purpose, Red was back to his job tapping at his keyboard as if playing a piano sonata. A small damp puddle under Red's keyboard gave testimony to his unwavering focus.

Seconds slowly passed. Red's nerves all stood on end. He watched Garrosh's health diminished 8% …. 5%. "Were they actually going to do it?" BONG! An audible warning. One of Red's guild mates had missed a step. Their avatar now lay dead at the feet of Garrosh, 24 others fought on. They didn't need everyone alive anymore. They were so close. “USE EVERYTHING, BRING HIM DOWN, BRING HIM DOWN!!!”

BONG! BONG! Two more avatars fell lifeless. Red used every ability he could: 3%, 2%, BONG! Red was now holding his breath. No one was queuing their mic anymore. They were all watching, hoping. As Red's headphones went silent, time seemed to freeze.

Garrosh was at 1%. Then all of a sudden Garrosh stumbled and with a moan toppled face first in a massive defeated hulk. The achievement, Realm First: Garrosh Hellscream, flashed on the bottom of Red's computer screen. A few seconds passed as the reality of the moment set in. Then all the mics seemed to queue at once... and everyone was screaming. Shouts of victory echoed in Reds ears, Red had enough self control to not queue his mic and scream (he didn't want to wake his parents) but he stood up pumping his fist into the air several times before sitting back down. The whole guild rejoiced as they waited to find out what epic rewards were waiting to be looted from the body of this vanquished traitor.

After all the loot had been distributed there was one last thing to decide, who got Garrosh Hellscreams mount? The guild always voted on such matters. Red casts his ballot for the guild master, thinking there was really no other viable choice. As the name of the winner was announced Red was stunned and humbled to find out he had received 8

the most votes. Red queued his mic with his quivering voice "Why me?" Red's guild master responded, "Who did you think it was going to be? You have been at us for months helping us all get ready for this, besides on the kill your quick thinking saved us, we all saw it." Red was speechless. The combination of adrenaline and gratitude staved off his exhaustion, he profusely thanks his guild members, jokingly reminding them of when they almost removed him from the guild. Then Red headed to all the most populated cities in the game. He slowly road his mount around allowing all the other players to gawk in awe and cheer for him. One last thing Red had to do before going to bed, all his social media accounts needed to be updated. Facebook, Google+, and Instagram all had pictures of Red, his guilds kill, and his new mount. As Red finally fell into bed he noticed it was already 4 A.M. He didn't notice the thin film of dust covering his history book.

Brox has a history final in the morning, one he had promised himself he was going to study for, but the game was far more important to him. Brox will fail his history final but tomorrow he is still going to have one of the best days he has ever been able to remember. ~end

Brox's story is told not to cast MMO games in either a negative or positive light. The story is fictional, and most likely not something a typical high school student will ever experience.

However, there are probably many students who could relate in some way to Brox. The story is meant to help educators understand what an MMO is, what it involves, and also elude to how it could affect a student's ethos, pathos, and logos. This story may also help some educators understand why a 'meaningless game', can become so profoundly important and impactful to a student. The focus of this study is on the potential benefits and hindrances of using the technology described in Brox's story within a public school setting for educational purposes.

9

Statement of the Problem Many educational experts have cited Massive Multiplayer Online games (MMORPGs/MMOGs /MMOs) as having highly effective educational applications however MMOs are not widely used in public education.

Research Question What factors may prevent or hinder MMO games from being used more widely in public education as perceived by administrators, teachers, and students at Foothill High School in Shasta County, California?

10

CHAPTER II

REVIEW OF LITERATURE

Introduction Student activities outside of the classroom have drastically changed from even just 10 years ago. Yet the traditional classroom setting has changed little in the past 500 years.

Today's students are immersed in technology. Much of this technology is highly engaging and centered around social experiences (online video games, Facebook, Instagram etc...). It is little wonder many students no longer want to sit quietly in classrooms, reading textbooks, and filling out worksheets. Recent research and several educational experts have lauded the benefits/potential of using Massive Multiplayer Online Role Playing Games (MMORPG, MMOP, or MMO) in an educational setting. However, despite recent research and claims made by experts, the researcher has found an extremely limited number of incidences where public schools are utilizing MMO games as an educational medium.

The purpose of this study is to understand: What factors may prevent or hinder MMO games from being used more widely in public education as perceived by administrators, teachers, and students at Foothill High School in Shasta County, California?

11

The Educational Potential of MMOs In his book Rewired Dr. Larry Rosen claims that a technology saturated lifestyle has lead to a fundamental change in the way today’s students learn. “Literally, their minds have changed – they have been ‘rewired.’ With all the technology they consume, they need more from education….” (Rosen, 2010) It is not educational content that is the problem Rosen contends, rather the delivery method and setting that needs to change. Educators must develop teaching strategies and methodologies to address the technically immersed learning style of today’s students.

“This is our challenge as parents and educators: to create a match between students’ technological interests and skills, their sociological –often virtual – environments, and the educational system that propels their performance to higher levels and is, at the same time, engaging enough to rekindle the love of school learning.” (Rosen, 2010)

The question is what type of education methodology or strategy should educators spend their precious time and resources implementing? A simple internet search yields dozens of articles in which various industry experts tout the educational benefits of video games. “Recent research demonstrates that videogames enhance literacy, attention, reaction time, and higherlevel thinking” (Delwiche, 2006). Jane McGonigal a game designer and New Your Times bestselling author, argues "computer games can make people smarter and help humanity".

12

(Smithsonianmag.com, 2011) McGonigal presents her findings with educators and other industry leaders arguing that the problem solving seen in some games like World of Warcraft can be harnessed to solve real world problems. (Ted.com, 2010) Constance Steinkuehler Senior Policy Analyst at the Office of Science and Technology Policy in the Executive Office of the President is one of the leading experts in the field of merging gaming and education (Steinkuehler, 2008). She states the following. “The knowledge and skills that constitute successful participation in massively multiplayer online games places these games squarely among the most promising new digital technologies to date” (Steinkuehler, 2008).

Research seems to indicate that computer gaming, particularly massive multiplayer online games (MMORPGs, MMOGs or just MMOs) may be a partial answer to Rosen’s call for new strategies and delivery methods to meet the needs of today's “rewired” students. The perspective of merging this type of experience with educational purpose, as Steinkuehler and others have pointed out, seems to have enormous potential. Indeed MMOs have set themselves apart from other single player educational video games for several reasons: “An MMORPG might help students develop difficult-to-teach 21st Century skills….MMORPGs may be motivating and engaging for students while providing a context for learning and a framework for social learning. Also… these games might have the ability to inspire players to effect positive social change.” (Wagner 2008)

Wagner points out what is unique to MMO games compared to a typical video game and that is a very noticeable social element. MMO games connect the user to other users; this in turn 13

creates a simulated social reality. Educational benefits go far beyond basic academic skills that one could develop through individual game play.

“Modern communication technologies, and the knowledge economy, have brought unprecedented change requiring both new skills and competencies. For over a decade, young people have been increasing their socio-cultural literacy through their participation in online digital worlds.” (Galarneau & Zibit, 2009) These are some of the “difficult-to-teach 21st Century skills” to which Wager makes reference. Today’s students do not want to learn in isolation. Today's student is constantly and continually connected, Twitter, Facebook, Google +, Video chat/blogging, sharing photos, endless texting, they sleep by a vibrating cell phone. The thought of silently reading a textbook, completing a worksheet, or even playing a video game in isolation does not fit into their world of constant social stimulation. “Their Cyberworld is a place for them to explore their identity, figure out who and what they want to be when they grow up, and connect, connect, connect.”

(Rosen, 2010). Within the virtual world of an MMO game students are provided with the social connectedness they crave, while at the same time participating in an environment with seemingly limitless education potential. It is the educators’ task then to take the potential this environment holds and infuse it with meaningful educational encounters that can be eagerly (and in some cases even unknowingly) embraced by today’s students.

Acknowledging the potential educational applications of MMOs, several pioneers have already begun implementing MMOs into a school setting. Three areas in which MMOs games 14

can be evaluated in order to gauge their effectiveness in meeting the needs of today's students are literacy, problem solving/scientific reasoning, and 21st Century skills (leadership, intrinsic motivation, social aptitude, etc…). Determining the effectiveness of MMO use in education will help educators understand the steps to take in order to utilize this relatively new technology as a future educational tool. Progression in any new field is almost assuredly going to reveal obstacles, setbacks, difficulties, and challenges to overcome. As educators seek to utilize MMO games to greater effect it is import to consider the gains that have already been taken as well as the existing challenges for future integration.

MMOs in 21st Century Literacy One does not need to cite the importance of literacy in education, for literacy is overtly inherent to the nature of education. Kofi Annan, a 2001 Nobel Peace Prize winner, put it eloquently enough. “Literacy unlocks the door to learning throughout life, is essential to development and health, and opens the way for democratic participation and active citizenship”. (un.org, 2003). If MMO games are to be an effective tool for future education they must advance this all important basic element of knowledge acquisition. A program called “WoWinSchool” (WoW is an acronym for World of Warcraft) set out to test if literacy could be improved through modifying curriculum to utilize a popular MMO game already found in the

15

commercial market. This modified curriculum was developed with district wide ELA (English Language Arts) standards (WoWinSchool.PBworks.com, 2013). The program took 16 “at risk” 8th grade students and guided them as they participated in this commercial MMO. When the project started these students were “barely stringing together two sentences.” (Hsu, 2008) One might ask, "How would playing a video game help improve their literacy?" MMOs being social in nature require the participant to communicate and “…the primary mode of communication within the game is through written conversations in the chat channel. Practice problem solving in game elements with students using expository and persuasive writing. In addition, MMOs have rich story lines.” (Dunn, 2012). As a result students were becoming more literate through their online interaction. When these “at risk” students had completed the year long literacy course they were given a district wide test and scored an average of 61%, six percentage points ahead of the district average. (WoWinSchool.pbworks.com, 2010) Constance Steinkuehler commented on the program, "It has worked ridiculously well.” Going on to say, "It shouldn't be working as well as it is." (Hsu, 2008) Implications from this study suggest that using existing MMO games in public education, with curriculum modified to address ELA standards, will lead to increased literacy in at risk male students.

The country of North Korea has piloted a program using MMOs to teach students the English language, a requirement for all North Korean students. The study involved 220 students; 102 used a typical classroom setting and 118 were given instruction through the use of a 16

specifically designed educational MMO. The 118 students who received instruction through the use of the MMO scored higher in areas of listening, reading, writing, and matched the other group in speaking ability. (Suh, S. Kim, S. Kim, N, 2011) This group consisted of mixed gender 5th and 6th grade student in a country known for its great stress on academics. The socio economic status of these students coupled with a strong intrinsic motivation to learn found in North Korean culture would likely put them in stark contrast with the students who participated in the WoWinSchool program. The study concluded, “These findings suggest that MMORPGs can play an important role in improving English communicative skills.” (Suh, S. Kim, S. Kim, N, 2011) It appears that the use of MMOs have proven to be effective in promoting literacy and language acquisition in a broad range of students.

The above cited research is promising but will most likely to do little to curb a culture that perceives video games as a threat to literacy. This perception most likely comes from years of students becoming increasing less interested in textbooks (perceived culturally as time well spent) and more interested in video games (perceived culturally as a waste of time). Reading media headlines it seems almost trendy to blame video games for any number of societal ills.

One such article from The Sun speaks about claims of how “KIDS hooked on video games have sent England plummeting down world league tables for reading.” (Wooding, 2007) A long list of similar claims/articles could be cited. But do these perceptions mirror reality? More specifically do MMO games present a threat to literacy? Some would surely argue, "Yes". The addictive 17

nature of MMO games keep students from textbooks and school work while they spend hours upon hour memorizing completely useless information. One author who catalogued his experience talks about the meaningless information that is acquired as MMO gamers… “spend thousands of hours looking up how to perform quest, where to find certain items, when to assault castles, the meaning of cryptic inscriptions, the weaknesses of particular monsters, the proper protocols for forming an allegiance, the background and powers of certain objects, and the kind of exchange goods necessary for the purchase of cottages.

But all that information is useless outside the game world.” (Kelly2, 2004, p182)

Kelly2 concludes that in the future this problem will be addressed: “To preserve the spirit of the MMORPGs but resolve the disposable knowledge problem, developers will build games that introduce useful information into MMORPGS. In this way, the addictive power of the game will be harnessed for genuine education.” (Kelly2, 2004, p182)

Many in today’s society likely share similar thoughts. Computer games are a waste of time, nothing is learned, and the best one can hope for is that future developers will take mercy on the masses connecting this ‘addictive power’ to ‘genuine education’. It is understandable that so many ‘wasted’ hours playing video games are perceived as a threat to literacy, not just to in society but also among educators. These video games that dispense nothing but ‘disposable knowledge’ steal from valuable reading time, or time that could otherwise be spent more wisely in educational/intellectual pursuits. (Kelly2, 2004) Perhaps a closer look at what it means to be literate in the 21st Century will shed some 18

light on the place of MMOs in literacy. With the advent of the internet, along with social media, the proliferation of cell phones, and other technology developments literacy is not what it was 100 or even 10 years ago. The information age has lead to a rise in a new sort of literacy, according to the National Council of Teachers of English (NCTE) literacy in the 21st Century includes six key features: 1. Develop proficiency and fluency with the tools of technology; 2. Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought; 3. Design and share information for global communities to meet a variety of purposes; 4. Manage, analyze, and synthesize multiple streams of simultaneous information; 5. Create, critique, analyze, and evaluate multimedia texts; 6. Attend to the ethical responsibilities required by these complex environments.

(NCTE.org, 2013)

Technology has lead to an unprecedented proliferation of available information. Literacy in the 21st Century requires an individual to sift through a plethora of available information and make judgment calls on which information is more reliable. The information must then be used to make reasonable decisions, develop informed opinions, etc…. Experts have recently begun taking a closer look at Kelly2’s list of ‘useless’ gamer knowledge. Not because this game knowledge itself has suddenly become valuable but because researchers are highly interested in the literacy skills that are developed in the acquisition of this ‘useless knowledge’.

Researchers have found that to successfully participate in a MMO game, players are 19

required to have an incredible amount of intertextuality. Meaning literacy skills acquired through participation in MMO games exemplifies the list of 21st Century literacy competencies called for by the NCTE. “With respect to WoW, resources take the form of databases, strategy forums, guild forums, and a wide range of media (e.g., Video, artwork, etc.). From a social perspective guild forums and official game forums function as collaborative spaces and support the public exchange of ideas, information and strategy or non-information focused socialization.” (Schrader, P.G., Lawless, K.A., McCreery, M. 2009).

The information and knowledge gamers possess may still be useless, but the skills by which that knowledge is acquired seem to make MMO gamers highly literate. The citation above is research involving a case study that poled literacy in 745 willing participants recruited from the official World of Warcraft (WoW) MMO game forums. These participants were not involved in a program like WoWinSchool or coached beforehand. The demographics of this sampling were ‘nearly identical’ to other research findings in which 30,000 MMO game participants were polled. (Yee, 2006: Schrader, P.G., Lawless, K.A., McCreery, M. 2009) The 745 participants responded to a forum post and completed a survey. Researchers, in this case study, believe the evidence to be conclusive, “In terms of research, the new literacy skills necessary for productive citizenship in the 21st Century are already visible in MMOGs.” (Schrader, Lawless, McCreery, 2009) This research sheds new light on why educational programs like WoWinSchool have ‘worked ridiculously well’, and it seems to provide good 20

reason to expect other programs utilizing MMO games to produce similar results.

Constance Strienkuehler is another researcher who has worked extensively in the field of evaluating literacies shown by those participating in MMO games. Her article Massively multiplayer online gaming as a constellation of literacy practices probes the literacy skills shown by game play within an MMO environment. According to the data collected participants in MMO games are actively engaged in literacy development “as recommended by the National Council of Teachers of English (n.d.) standards”. (Strienkuehler, 2007) In her closing remarks Strienkuehler referencing another set of NCTE standards concludes: “MMOGamers: “read a wide range of print and non-print texts” to build an understanding of texts and of themselves (Standard #1); use a wide range of strategies to “comprehend, interpret, evaluate, and appreciate texts,” including “[drawing] on their prior experience, their interactions with other readers and writers” (Standard #3); use an equally wide range of strategies to author texts of their own (Standard #5); use their understanding of “language structure, language conventions… media techniques, figurative language, and genre to create, critique, and discuss print” (Standard #6); “gather, evaluate, and synthesize data from a variety of sources” in order to conduct research on issues of interest to them (Standard #7); and, perhaps most of all, “use spoken, written, and visual language to accomplish their own purposes [italics added]” (Standard #12). If we compare what such standards require to what MMOGs, in practice, exact from those who play, it turns out that videogames are not a threat to literacy in contemporary culture but rather one important (albeit novel) part of it.” (Strienkuehler, 2007)

Claims of a literacy crisis as a result of video games, seeming perpetuated by the media,

21

are perhaps unfounded. Strinkuehler is clear in her dissention of this cultural paradigm proclaiming it is likely, “a long-standing fear of technology, an equally long-standing fear of youth culture, and a fear of what kids are reading and writing” that has lead to this ‘literacy crisis’. (Strienkuehler, 2007) Resent research (limited as it is) and theory seem to both align, MMO games increase literacy. Based on the literature presented here it is perhaps both insightful and alarming to consider the possibility that successful participation in an MMO game may teach 21st Century literacy skills more proficiently than the public education system.

MMOs in Problem Solving and Scientific Reasoning The educational gains in literacy seem inherent to the dynamic participation required by MMOs, but what about subjects like math and science? NASA started developing its own MMO game for educational purposes and presents an answer to this question “NASA expects that a NASA-based MMO will enhance STEM (Science, Technology, Engineering, and Mathematics) education efforts….” (NASA.gov, 2013) Based on research NASA argues using "immersive synthetic environments" found in MMO games will enhance learning. (NASA.gov, 2008) While parts of the game are playable, at the time of this writing the game is still in development.

NASA is specific with the audience this game will target, “Teens both in high school and college”. (NASA.gov, 2013) Plans to commercialize the product and sell it to public schools are in the works. NASA provides the following reasons that this MMO game in development will be 22

successful.

“Virtual worlds with scientifically accurate simulations could permit learners to tinker with chemical reactions in living cells, practice operating and repairing expensive equipment, and experience microgravity, making it easier to grasp complex concepts and transfer this understanding quickly to practical problems. MMOs help players develop and exercise a skill set closely matching the thinking, planning, learning, and technical skills increasingly in demand by employers. These skills include strategic thinking, interpretative analysis, problem solving, plan formulation and execution, team-building and cooperation, and adaptation to rapid change.” (Nasa.gov, 2013)

While NASA continues to develop an MMO game for public education, another project called Quest Atlantis has pioneered MMO use in education for the past five years. According to the Quest Atlantis Wiki page “more than 65,000 children on five continents have participated in the project. Quest Atlantis has demonstrated learning gains in science, language arts, and social studies….” (Atlantis Remixed, 2013). The project has garnered the attention of the Bill and Malinda Gates foundation, which gave the project a 2.6 million dollar grant. (Gates, 2011) The Gates foundation believes this educational tool supports Common Core State Standards. The foundation provided the grant in order to, “examine whether and how we might successfully invite students who normally opt out of traditional forms of academic engagement to engage deeply with key forms of literacy in mathematics, science, and language arts”. (Atlantis Remixed, 2013) According to the projects website this money has been well placed, “We've carried out

23

numerous studies demonstrating significant learning gains in science, social studies, and language arts, even when using standardized test items”. (Atlantis Remixed, 2013) The website for the Quest Atlantis supports this statement by citing dozen of research projects that have detailed these gains. One such study was conducted by Anne Arici who completed her dissertation by evaluating a two week project. Arici compared students learning in a traditional classroom environment to those using the Quest Atlantis MMO. Arici’s research was conclusive: “Pretests showed no significant differences between instructional conditions. Posttest data indicated that both groups had significant learning gains, though the gain for the QA [Quest Atlantis] group was significantly higher than the traditional group. A delayed posttest showed the QA group retained significantly more information from the unit than the traditional instruction group.” (Arici. A, 2008)

Educational Leadership has also published an article that speaks about Quest Atlantis detailing the numerous quest's (tasks that participants are given to complete within the virtual work) and what is available within the virtual world. Within the game students can become “environmental scientists, investigative reporters, statistical consultants, and historians” in alignment with standards based learning. (Barab, Gresalfi, Arici, 2009) Sasha Barab one of the leading researchers behind Quest Atlantis worked with several other constituents to conduct an experiment in which four different instructional design conditions were used to help students learn content. Barab states that his research shows, "The immersive-world dyad condition [multiplayer virtual world].... performed significantly better than the expository textbook

24

condition on standardized test items." (Barab et. All, 2009) The closer the learning experience resembled what is found in MMO games, the greater the achievement gains became, and the lowest gains were in the group of students learning by traditional textbook methods. Barab concludes this research by stating, " Implications for science education... are that immersive game based learning environments provide a powerful new form of curriculum for teaching and learning science." (Barab et. All, 2009) This, and dozens of other documented research projects cited on the Quest Atlantis web site, seems to indicate the use of an educational MMO could address various academic standards in a way that is often more effective than traditional classroom instruction. Another possible indicator of successful gains is the international interest that has been generated by the project. The Quest Atlantis website boasts, “the number of schools asking to participate grows daily�. (Atlantis Remixed, 2013) NASA's MMO game and Quest Atlantis provide evidence that an educational MMO could provide education gains in problem solving and scientific reasoning. Creating a virtual environment where students work together to solve problems provides a depth of understanding that may not be available to students who merely read about procedures rather than virtually participating in them. (See appendix J for an example of what an educational MMO game may involve from a student perspective). Both of the MMO games sited above are in their infancy and while initial results look promising more research is needed. The positive gains shown in these programs would likely not silence critiques, who may argue the demographics and scope of 25

these programs fall short when compared to the broad range of students represented in the public education system. While it may be within reason to assert that the gains shown in these programs would appear in other public school demographics, continued research will likely be the only means to provide a more definitive answer. All evidence available to the researcher suggests the use of MMO games, as an educational medium, has increase achievement gains in problem solving and scientific reasoning. However research is limited, and it may take years of continued research before educational MMO games are seen as a viable alternative to core curriculum classes within a public school setting.

MMOs and “21st Century Skills” What is the purpose of education in this ever changing world? Will moving students through an assembly line of Math, Science, and literature make them successful in the 21st Century? In his New York Times best seller Daniel Pink argues that the, “SAT-ocracy is now in its dying days.” (Pink, 2006) According to Pink, the “knowledge age” where the education system would teach students test answers through logic and analysis is giving way to a “conceptual age” one in which creativity and innovation will be required. Pink warns that our education structure is often geared towards the needs of a dying age, teaching students to look for a single verifiable answer to a multifaceted problem. While this may meet the “assembly line production” standards of the education system it does little to prepare a student for the 26

complexities presented in the 21st Century. (Pink, 2006) Traditional education focusing on information is no longer enough. “Today, a successful member of society must bring something different to the table. Individuals are valued for their unique contribution and their ability to think creatively, take initiative and incorporate a global perspective into their decisions.�

(Gaudiosi, 2012) Research has already shown that MMOs help develop intertextuality, a key literacy skill in the 21st Century (Schrader, P.G., Lawless, K.A., McCreery, M. 2009). MMOs also appear to help develop some other notable 21st Century skills that will likely be of chief importance for education in the future.

ATCS (Assessment and Teaching of 21st Century skills) is an international community sponsored by Cisco, Intel, and Microsoft. The community includes 250 researchers involved in 60 institutions. The group has categorized 21st Century skills into 4 broad categories: Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning Ways of working. Communication and collaboration Tools for working. Information and communications technology (ICT) and information literacy Skills for living in the world. Citizenship, life and career, and personal and social responsibility (ATC21s.org, 2013)

They have also described two practical skills that span all 4 categories: Collaborative problem-solving. Working together to solve a common challenge, which involves the contribution and exchange of ideas, knowledge or resources to achieve the goal.

27

ICT literacy — learning in digital networks. Learning through digital means, such as social networking, ICT literacy, technological awareness and simulation. Each of these elements enables individuals to function in social networks and contribute to the development of social and intellectual capital. (ATC21s.org, 2013)

ATCS argues that education must be transformed to meets the needs of the 21st Century.

The goal of ATCS is to help governments, educators, and industrialist work together in order to develop these skills mentioned to ensure a vibrant and healthy future society. (ATC21s.org, 2013) American Management Association (AMA) is a corporate training institute that host seminars around the world teaching businesses, governments, and individuals 21st Century skills in order to help them achieve success. According to AMA success is all about collaboration: “Collaboration is not the same today as it was 20 years ago. In today's global economy, high-speed communications allow virtual teams to take on projects from locations spread out across the globe. To keep up with this rapidly growing trend, employees are expected to have both traditional team-building skills, and the self-direction to effectively collaborate from afar.” (AMANet.org, 2013)

In order to achieve collaborative success AMA designates four areas that must be developed within an individual, they must be able to: develop trust, lead with influence, work fluidly across boundaries, and demonstrate a global awareness. (AMANet.org, 2013) If the current education system does not teach 21st Century skills then what must be done?

Will integrating MMOs into the public education system meet the needs and demands of

28

developing hard to teach 21st Century skills? Some believe they do, “IBM and Seriosity published a report this week comparing what it takes to succeed in MMORPGs to being a corporate executive.” (Wordpress.com, 2007). After “extensive research” IBM and Seriosity have concluded that MMOs “…allow leaders, managers and anyone with good ideas to collaborate in organizations that are distributed, global, hyper-competitive and virtual.” (seriosity.com, 2010) IBM and Seriosity see MMOs as training ground for future CEO’s. In fact there is a proliferation of books, articles, websites etc… that recognize the capacity for an MMO to develop some of the “hard to teach” 21st Century skills mentioned previously.

Wired magazine describes a process in which a candidate for senior management position at Yahoo gave himself a “decisive edge” over his competition because he managed a guild in World of Warcraft. (Brown & Thomas, 2006) The article goes on to explain exactly why this candidate had an edge over his competition “The process of becoming an effective World of Warcraft (sic) guild master amount to a total immersion course in leadership…. To run a large one, a guild master must be adept at many skills: attracting, evaluating, and recruiting… creating apprenticeship programs; orchestrating group strategy; and adjudication disputes.” (Brown & Thomas, 2006)

For this candidate, who was subsequently offered the job at Yahoo, the cost of developing these skills was a dedication to entertainment. While many MMOs “look and feel of ancient imaginary kingdoms, they promote some very modern collaborative learning and problem solving.” (Galagan, 2009) Often gamers in MMO worlds are engaged in accidental learning.

29

“Virtual environments are safe platforms for trial and error. The chance of failure is high, but the cost is low and the lessons learned are immediate.” (Brown & Thomas, 2006) This type of learning environment creates a high self efficacy, as students are not afraid to try out something new or creative in attempts to solve a virtual problem.

An ideal educational MMO would not only teach Core Curriculum Standards but provide intrinsic motivation for the learner to lead, cooperate with others, and use creativity to problem solve. (See appendix J for an example of what an educational MMO game may involve from a student perspective). The Quest Atlantis sites provides research claiming the program does just that. Teachers and students report “increased levels of engagement and interest in pursuing the [core] curricular issues outside of school…. and at the same time develop pro-social attitudes regarding significant environmental and social issues.” (atlantisremixed.org, 2013) For many educators it may seem to be an elusive goal to create a learning environment that fosters a culture of life-long learning. William Glasser points out students in today’s educational system are forced to learn “useless” and “throw away” information (Glasser, 2007). Beyond giving them the ability to pass a test, students often see information they learn as pointless, and rightly so as much of the information students spend hours memorizing can be accessed in seconds through the use of a cell phone. Students have started to view education as a hoop to jump through not an experience that leads to life-long enrichment (Glasser, 1992). The creators of the Quest Atlantis project hope to curtail this devastating trend, in which motivating students to learn, has 30

become increasingly difficult. Instead the Quest Atlantis project “strives to make learning fun and to show kids they can make a difference.” (atlantisremixed.org, 2013) Research suggests that allowing students to cooperate and problem solve with others in a virtual world increases their motivation to learn. Arici in her research comparing core curriculum being taught to students through the Quest Atlantis MMO and other students using traditional classroom verified these claims: “Results also indicated the QA [Quest Atlantis] group also scored significantly higher in their ratings of engagement in the curricula than the traditional delivery mode. Further evidence of engagement was demonstrated by free choice activities, where approximately 75% of the QA students chose to complete optional activities for no credit, while in the Traditional group only 4% did a similar optional assignment despite the benefit of 'extra credit'.” (Arici. A, 2008)

The effect MMO game play has on a student motivation appear to be nothing less than astounding. Arici’s research indicates using the immersive virtual world of an MMO increased desire to engage in optional learning nearly 2000%. A public education setting were three quarters of the students participate in extra work because they enjoy learning would likely seem fanciful. Yet after only two weeks of engaging in the educational MMO, Quest Atlantis, students were doing just that. When compared to the control group in a traditional classroom setting, even with “extra credit” as an incentive, only 4% of students chose to extend learning. It is research results like these that lead educational experts like Steinkuehler to conclude MMOs have unparalleled educational potential. (Steinkuehler, 2008) 31

Other studies have been conducted suggesting that an educational MMO would have the ability to engage students in a way that goes far beyond what is already seen in conventional education games. One such study was conducted by Joshua Smyth at Syracuse Department of Psychology. The research involved 100 college students who were randomly placed into one of four groups: arcade players, console players, computer games players, and MMORPG players.

Participants were encouraged to play as often as they choose. The study lasted for a month and a number of statistics were tracked. After data collection it was revealed that those who had played MMORPG games had the most pronounced characteristics of the four groups (more play time, more enjoyment, more meaningful relationships developed, more disruption to their life etc...). During the final week, hours of game play were as follows: arcade players 2.1 hours, console players 3.4 hours, computer game players 6.2 hours and MMORPG players at 14.4 hours. Those who played the MMORPG reported higher game enjoyment, had a higher likelihood to continue playing the game after the study was completed, and were more likely to have made friends (though these friends were virtual not face-to-face). (Smyth, 2007) What seems to set MMORPG apart is a distinct social element. Researchers have commented on this study: “Online social interactions‌ add to the complexity of MMORPGs because the human element is the most complex and mysterious of all gaming components. Thus, increased complexity leads to higher engagement, and higher satisfaction with the game. This is certainly an important piece of knowledge educational game makers should take from the

32

research.” (Rice, 2007)

A researcher who would not be surprised at these finding is Larry Rosen who would refer to an MMO as a multi-user virtual environment, the teaching tool most likely to simulate a real world event, “More realism leads to more interconnected brain areas, which results in more strongly formed memories, which leads to more effective transfer to real-world situations.”

(Rosen, 2010) Rosen argues that we need to start using these tools that “are already being actively embraced by students”. (Rosen, 2010) Rosen describes how the more realistic the educational encounter the more education will appeal to today’s tech savvy students. Rosen describes how the virtual world’s found in MMOs will help develop 21st Century skills, “They are more authentic, and promote more investigation and exploration. Further, they encourage more social interaction and more student-to-student collaboration….” (Rosen, 2010) Kathy Sanford a education professor at the University of Victoria has done research for half a decade and concludes much the same: “What we found was that what they were learning was a whole lot deeper and more profound than we had imagined, or that you can see from watching them. They are doing a lot of problem solving and strategizing. They are learning collaboration and leadership skills.

In online games, they don’t necessarily choose their teammates, so they have to negotiate whose strengths are used at what time, who takes up a leadership role, how to move forward with taking on the enemy. These are not one-off strategies. Some of the participants have talked about the usefulness of their leadership skills in running a guild in 33

a game, and then going into a high-school classroom and navigating that structure. �

(TheGlobeAndMail.com, 2013)

Kathy Sanford is not by any means a gaming enthusiastic and laughs at herself for not playing video games in even though she has interacted extensively with those who do. After spending five years closely observing "gamers" 13-17 years old she is convinced there are many benefits unknown to most educators. Kathy Sanford is hoping that her research helps educators and parents see the "upside" to gaming. She argues for balance, claiming educators/parents have for far too long focused only on the negatives of gaming while ignoring the literacy gains and other benefits they provide. She says the key is moving past the notion of "how do we get them to stop" instead asking "how can we help them navigate life" she has concluded that video games are not a hindrance to this process as some would believe: "the most profound thing that got me really thinking about their civic engagement is that they are actively making ethical and moral decisions all the time. They are trying out roles through the characters in the stories. If they act badly, if they choose to be evil, they see the significant results of each of the decisions they make." (TheGlobeAndMail.com, 2013)

Video games certainly have negative aspects but to ignore the good or potential benefits provided by gaming (specifically MMO games) may only increase the rate at which current teaching methods become antiquated. Kathy Sanford states, "(Schools) have relied traditionally on outmoded, 20th century technologies that we have moved way beyond." (Canada.com, 2013) 34

These finding suggest that it is perhaps time for educators to take a more open minded approach towards using MMO games as a means to teach students key 21st Century skills. The research and findings detailed above suggest that MMO games meet the demands students have to be connected with others in real and meaningful ways. Furthermore these finding support the notion that MMO games help students develop 21st Century skills as they are defined by leading educational and industrial experts. (Rosen, 2010: Rice, 2007: Wagerner, 2008: Brown & Thomas, 2006: Galagan, 2009: seriosity.com, 2010: AMANet.org, 2013: ATC21s.org, 2013)

Summary of Potential Current research and theory suggests MMOs are incredibly powerful educational tools, perhaps unparalleled by any other technology available today. MMOs seem to have a place in public education “as a focal point for exploring Writing/Literacy, Mathematics, Digital Citizenship, Online Safety, and would have numerous projects/lessons intended to develop 21st – century skills.” (WoWinSchool.pbworks.com, 2010) Educational MMOs tap into student motivational levels, show achievement gains in literacy and other core subject matter greater than those seen in traditional classroom instruction. Furthermore, MMOs show enormous potential and in some cases already are helping students develop hard to teach 21st Century skills. (Anderson, 2010: Arici, 2008: Wagner, 2008). Yet despite what has been mentioned above, the researcher has found extremely limited use of MMO games within public education.

35

Inhibiting Factors of MMO Use in Public Education According to census.gov there are an estimated 55 million “K-12” students in the US. (census.gov, 2012) Yet Quest Atlantis perhaps the most noticeable educational MMO in the U.S. has a mere 65,000 students, many of whom do not live in the U.S. (atlantisremixed.org, 2013) It would appear safe to say less than 1% of school age children in the U.S. have access to MMOs in a public school setting. The research and theories already stated seem to imply MMOs are a powerful educational tool, why then are MMO's games not more widely used for educational purposes within a public school setting? There appear to be many challenges that must be addressed before MMOs games come to wide use and adaptation in a public school setting.

Most of these challenges can be grouped into one of four overarching categories. First: Safety concerns/fears having to do with the possible adverse affects “gaming” may have on students.

Second: Financial and practical limitations associated with technology. Third: The need for continued research and development. Fourth: The benefits/educational potential of MMOs games are largely unknown to educators or to the public. While there may be challenges beyond these, certainly these four categories must be address before MMOs games will be welcomed into a public school setting.

Challenge Area One: Safety Concern and Fears The first and likely foremost concern that would need to be address before MMO games 36

would receive acceptance, as a educational medium in a public school setting, involves understanding the effects 'gaming' would have on students. Mental and physical health ramifications would both need to be considered as well as the short, medium, and long term effects in each of these areas. Would MMOs games in public education lead to increased health issues by promoting a sedentary lifestyle, or would psychological issues arise such as addiction and escapism arise? What about protecting students from online bullies or predators? Could educators adequately protect students from these threats?

According to University of Michigan Health System in its annual poll of the top health concerns voiced by parents the number one concern is not enough exercise. The number two concern is childhood obesity. (University of Michigan Health System, 2012) A concern that playing educational MMOs in favor of a virtual experience over an outdoors experience must be addressed. If MMOs encourage a sedentary lifestyle it would put students at risk. Some studies have found “no significant negative health correlates of video game use in boys, modest correlations with higher aggression and reduced depression in girls� (pediatrics.aappublications.org, 2010). However, in the March 22nd, 2010 issue of The Journal of Pediatrics, video games were identified as one of the leading causes of global childhood obesity. (health.am, 2010) If the public perceives teenagers spending too much time playing video games as a societal problem, introducing MMO games into a public school setting would be seen with large amounts of apprehension. Fear that MMO games would encourage a 37

sedentary lifestyle or contribute to the "obesity epidemic" would most likely need to be address before 'gaming' could be accepted as a safe and legitimate means of education.

One of the key mental health concerns noticed by researchers in regards to MMO play is gaming addiction. In evaluation of Smyth’s research at Syracuse University researchers commented, “The most striking result of this study is that playing online multiplayer games had much greater positive and negative effects on people than playing traditional single-player video games.” (Syracuse University, 2012) Smyth observers that every student assigned to the MMO group “reported decreased health and sleep and interference with real-life socializing and academic work.” (Smyth, 2007) Game addiction is treated as a serious psychological condition and a Google search will yield numerous gaming addiction rehab centers where individuals can seek treatment. It is perhaps not coincidence that a rise in the awareness of gaming addiction has coincided with a rise in the MMO gaming market. Top Google hits for video game addiction are quick to label MMOs as a chief culprit when it comes to video game addiction, “One of the most addictive genres of video games is certainly those belonging to the MMO genre.” (Video-gameaddictions.com, 2013) GameRevolution.com one of the oldest web-based video game news and review websites recently ranked a popular MMO (WoW) as the most addictive game of the last decade, "Despite being over eight years old, some gamers have never escaped the powerful clench..." (GameRevolutoin.com, 2013) Video game addiction has even garnered national media attention with shows like 20/20 and Good Morning America covering the topic. Research has 38

been done suggesting that video games can be as addictive as gambling. (McLingtock, 2012) Video-game-addiction.org a site dedicated to help gamers overcome gaming addiction elaborates on the addictive nature of MMO games: “With more than 10 million registered players all over the world, Blizzard Entertainment's ‘World of Warcraft’ (WOW) is often called ‘World of Warcrack’ in reference to its addictiveness…. In blog after blog, gamers say the addictive nature of these games comes not just from the variety of game play, but from the ever-changing nature of the game.”

(Video-game-addiction.org, 2013)

Blizzard Entertainment the developers behind the game World of Warcraft (WoW) have made strides to address the issue of gaming addiction. “You can easily set daily or weekly limits on the hours your child is allowed to play our games”. (Battle.net, 2013) Blizzard also allows parents to receive detailed email reports of game play “reports contain details of your child’s play time, including login and logout times, the duration of each play session, and more.”

(Battle.net, 2013) Educators would need to be prepared to put similar steps in place to protect students. Parents would likely not approve of such a game until concerns regarding additions, over gaming etc... were adequately addressed. The potential of an educational MMO becoming addictive must be perceived as a real threat to student health. Particularly if students are allowed to do “homework” and participate in the game away from school without supervision it could lead to serious mental and physical health repercussions. The addictive nature of MMOs if not adequately addressed by educators it may lead to a slowing or even to a preclusion of educational 39

MMO integration into the public school setting.

Another area that educators would need to understand in order to protect students using an educational MMO is the vulnerability, impressionability, and naivety many adolescences would have while interacting in the online virtual world. The University of Michigan Health System poll of top parental concerns ranked bulling as the number five concern and internet safety as the number nine concern. Both very pertinent concerns for those considering the safety of a student while playing an educational MMO. (University of Michigan Health System, 2012). A commercial MMO being used for educational purposes would need to be highly monitored and/or have precautionary measures put in place to protect students from online predators and or bullies etc. While MMO games that are purely educational, such as Quest Atlantis, would eliminate potential outside threats they would still need to protect students from internal threats.

There have been multiple cases of cyber bulling resulting in suicide and death. Cyber bulling is seen as a growing threat, one that would need to be thoroughly addressed if educators hope to protect students participating in an educational MMO. (USNews.com, 2011) In order for MMO games to be successful educators would need to teach students online etiquette in a way that would minimize these and other threats. Educators would also need to guard their students against some of the inappropriate influences that are commonly found in video game cultures. A list of ills found in commercial video games could be extensive but two of the seemingly most noticeable concerns is a provocation of violence. In addition, “Women are often portrayed as 40

weaker characters that are helpless or sexually provocative.� (Sabella, 2008) Wagner, in his dissertation, notes one of the main reasons there is resistance to video game use in schools is the perception that video games promote both violent and sexist themes. (Wagner, 2008) Keeping a student’s young, impressionable mind safe from cyber bullying, potential predators, sexism, violence, and other perceived negative influences is likely a requirement that will need to be addressed before educational MMO games would be seen as a safe educational option.

There is little doubt that these areas of concern in regards to student safety could be vastly expanded upon beyond what has been mentioned above. Addressing the safety concerns introduced by an educational MMO will likely require educators to educate themselves as well as collaborating with psychologist, technical experts, heath experts etc... In 2011 research showed that 91 percent of kids are playing video games, a 13 percent increase from 2009, a trend unlikely to reverse. (Digitaltrends.com, 2011) Educators can conclude then with a large amount of certainty that many students are already submersed in these addictive, influential, and potential dangerous online virtual worlds with little or no education on how to conduct themselves. However severe and/or complex the risks of an educational MMO may be, they are surely not as severe as the risks involved in doing nothing. Educators may never be able to create 100% safe virtual world, but it seems unrealistic and implausible to ask the tech industry to wait while teachers catch up. It seems apparent that students will continue to plunge head first into turbulent waters of cyberspace regardless of what is being presented to them in school. Is it 41

possible that the induction of educational MMOs is one of the best options available to educators if they hope to make technology in the 21st Century more safely navigable for their students?

Challenge Area Two: Financial and Practical Considerations A second area of concern is financial and practical. Development and implementation of an educational MMO would likely cost tens of millions of dollars. Even if millions of dollars are spent, the game might not be well received by students. Experts have commented that educators are not game developers. Wagner quotes one such expert as saying â&#x20AC;&#x153;--> EDUCATORS SHOULD NOT TRY TO MAKE GAMES <-- We basically suck at it, and the people who make games are really good at itâ&#x20AC;? (Wagner, 2008). Based on this feedback (and what may be seen as a long list of poorly developed educational games) it is reasonable to conclude that for an educational game to be positively received it may require the input/aid of actual game publishers during development.

Game developers pay big money to develop games. Take for instance the MMO Star Wars the Old Republic (or SWTOR) which was in development for years and released in 2012. The New York Times reported that the game publishers who worked on this project (Bioware and Electronic Arts) spent between $125 million to $200 million USD1 developing the game according their financial experts (NYTimes.com, 2011). The LA Times claims the price tag for SWTOR development to be over $200 million (LATimes.com, 2012). And finally Drug Cruetz a

1

All dollar amounts mentioned are in 2012 USD.

42

media financial analyst for the Cowen Group stated, “I think it’s safe to say that the total all-in investment in ‘Star Wars’ [SWTOR] is probably approaching half a billion dollars”. (marketwatch.com, 2012) How will educational MMO games like the one being developed by MIT and FilamentGames (with $3 million in funding) compare to games like SWTOR? (MIT.edu, 2012) A $2.6 million donation to Quest Atlantis by The Bill and Malinda Gates Foundation is not inconsequential, but how will a game developed by educators spending several million compare to the hundreds of millions being spent by an extremely lucrative, successful, and established gaming studios? Predictions for the global video game market will move from “$67 billion in 2012 to $82 billion in 2017.” (Gaudiosi, 2012) To put this in perspective with other forms of entertainment, Hollywood set ticket sales records in 2012 reaching $10.8 billion within the United States and Canada, and $34.7 billion globally. (MPAA.org, 2013) Not only does the video game industry nearly double Hollywood global ticket sales it also nearly surpasses the entire U.S. department of education budget which was just over $68 billion, in 2012. (ED.gov, 2012) These numbers seem to create dim prospects for any educators hoping to develop a visually engaging, high quality, educational MMO (or any video game) that would be comparable to what is found in the homes of students.

43

Figure 2.1: On the left a screen capture from Quest Atlantis in 2009 compared to Aion a commercially released MMO that same year.

Cost for implementing an educational MMO would not stop after development. Hardware must be purchased in order to run the games. Educators as well as technical staff must be trained.

Research has shown that studentsâ&#x20AC;&#x2122; frustration with game play when using MMO games in an educational setting is one of the most impeding factors to knowledge acquisition. (Suh, S. Kim, S. Kim, N, 2011) What students play at home are well developed, finely tuned, visually appealing, entertaining games that have costs tens of millions of dollars to develop (see figure 2.1). Educational MMO games may have an adverse effect if they do more to frustrate students than they do to educate them. It appears that in order educational MMOs to be implemented with their full desired effect it could be a monumental undertaking, extremely expensive, take 44

years to develop, and educators would likely need to enlist the expertise of game developers if they hoped to succeed.

Challenge Area Three: A Need for Continued Research and Development While many educators have acknowledged the potential for learning present in MMOs, others have noted the lack of empirical data “the application of MMOGs to educational tasks is certainly compelling…. This research is in its infancy, however, and has been largely theoretical rather than empirical.” (Bowers, Smith, & Cannon-Bowers, 2009). Indeed calls for more empirical research appear frequently in much of the literature that also lauds the potential of MMOs. Educational applications of MMOs are broad and some areas have been less researched than others. One such area to consider is the social interactions that are made available to students participating MMOs. “Although there is a lot of interest in the social aspects of line games, our understating of this remains limited.” (Oliver, 2009) While the social interactions available in MMOs can teach 21st Century skills, increase literacy etc… researchers have commented this is not always the case. Concluding that all MMO games will lead to the desired educational effects would likely be erroneous in absence of continued research. Citing multiple sources Bowers, Smith, and Cannon-Bowers conclude: “Many of these systems have been less than fully effective. Indeed, although it is tempting to assume that connecting people with computer networks will facilitate collaborative learning, the data is clear that obtaining the benefits of these technologies requires far 45

more planning and thought than merely enabling the behaviors. For example, it has been demonstrated that poorly designed online learning environments can lead to feelings of isolation which in turn lead to poor motivation to continue.” (Bowers, Smith, & CannonBowers, 2009).

Educators will most likely not be able to just “plug” students in to a hastily developed educational MMO and hope to reap all the theoretical benefits of this technology. It would seem to reason that continued research must be undertaken in order to merge good educational theory and practice into game development. Educators must address the known perils in this educational medium (and discover those that are unknown) a demand that creates a need for excessive and careful research. A continual collaborative effort between researchers and developers will likely be required for educational MMOs to actualize their full theoretical potential.

Challenge Area Four: A Largely Unrecognized Educational Potential The unrecognized potential of educational MMOs is perhaps the most immediate restraint preventing MMOs from being used in public education. It is hard to comprehend how educational MMOs could ever gain traction in an educational setting if those who govern that setting do not see educational potential in the technology. (See appendix J for an example of what an educational MMO game may involve from a student perspective). While much of the previously mentioned research lauds the benefits of introducing an educational MMO into a

46

public school setting there is an anti gaming social stigma that sets itself against the very concept of educational games (MMO or otherwise). Wagner states that, “Educational MMORPGs will need to be seen as learning worlds, not as a waste of time….” before educational MMOs can hope to be successful “Educators, administrators, parents, and society at large would need to believe in the concept of hard fun” (Wagner, 2008). It is possible that a generational disconnect has occurred, and those in the older generation are out of touch with the needs of the younger?

The ills of gaming are often referenced by the media on a national level. The thought of introducing something like an MMO game for wide use in public education would likely incite fear in educators, parents, administrators, and society. Perhaps many educators have written video games off as having too many pitfalls to become a serious educational medium. Kathy Sanford mentions, "Some of the characters [in video games] are problematic to me, there is a lot of sexism, but we need to talk to kids about them, not just ban them." (TheGlobeAndMail.com, 2013) If educators are unaware of the educational potential of an MMO then they are also perhaps unaware that students as early as age six are accessing porn and start flirting with others on the internet as early as age eight. (Dima, 2013) Ignorance may be a key factor that prevents MMO games from finding acceptance in education but should it also be an excuse that allows educators to jeopardize the well being of their students? If society hopes to adequately prepare a future generation it seems unconscionable to allow the fear and ignorance of educators to dictate the needs of 21st Century students. In order for MMOs games to find their way into public 47

schools the older generation, those holding the reins of education, must be made aware of their benefits. MMO games being used as educational tools may stand little chance in education if their benefits are unable to override the perceived fears and apprehensions of altering an educational methodology that has been present for half a millennium.

Summary This review of recent literature in the area of MMOs has presented the perhaps unparalleled educational potential of MMOs along with some of the most challenging obstacles that much be overcome to reach that potential. Available research suggest using MMO games as an educational medium will teach students literacy, core subject matter, and 21st Century skills.

Available research, while limited, suggests that using MMO technology could be more effective than a traditional classroom setting in meeting the needs of 21st century students. However, there are serious challenges that must be addressed before this technology will find wide acceptance in public education. This review of literature has evaluated four challenge areas:1) Safety concerns and fears, 2) Financial and Practical Considerations, 3) A need for continued research and development, and 4) A largely unrecognized educational potential. Regardless of these very noticeable challenge areas, the review of literature has presented educational research and theory which suggests MMO games are very unique and very powerful learning tools.

48

CHAPTER III

METHODOLOGY

Introduction Student activities outside of the classroom have drastically changed from even just 10 years ago. Yet the traditional classroom setting has changed little in the past 500 years.

Today's students are immersed in technology. Much of this technology is highly engaging and centered around social experiences (online video games, Facebook, Instagram etc...). It is little wonder many students no longer want to sit quietly in classrooms, reading textbooks, and filling out worksheets. Recent research and several educational experts have lauded the benefits/potential of using Massive Multiplayer Online Role Playing Games (MMORPG, MMOP, or MMO) in an educational setting. However, despite recent research and claims made by experts, the researcher has found an extremely limited number of incidences where public schools are utilizing MMO games as an educational medium.

The purpose of this study is to understand: What factors may prevent or hinder MMO games from being used more widely in public education as perceived by administrators, teachers, and students at Foothill High School in Shasta County, California?

49

The Survey A survey will be given to students, teachers, and Administrators at Foothill High School in Shasta County, California. The survey will be given at the end of the 2012 spring semester, after students have completed state standardized tests. The survey will be given to students, teachers, and administrators at approximately the same time. The researcher will obtain data in as unobtrusive manner as possible and the survey should take no more than five minutes to complete. Surveys will provide the researcher data as a means to gauge perceptions and pinpoint key understandings regarding the use of MMO games as an educational medium within a public school setting. Each group listed above will be given a similar survey and each survey will consist of five sections.

Survey Section One The first section of the survey will serve as an introduction and be primarily informational; it will succinctly explain what type of game is being asked about in the survey. Section one will not ask for any participant input. The purpose of this section is to provide a background and a basis for participants to understand the questions in the survey. An analogy will be used describing what a typical educational MMO may look like and several examples of commercial MMO's will be given.

50

Survey Section Two The second section of the survey will ask the participants to provide biographical information. The questions asked in this section will be slightly different for each group of participants. Questions will seek input from participants in regards to their experience with MMO games, if participants do have experience with the MMO genre there will be a space on the survey to list several of the titles with which they have experience. Participants will also be asked to provide their gender along with several other biographical questions. The purpose of this section is to help differentiate between survey participants in order to establish trends and preferences that may immerge in the survey data.

Survey Section Three Survey section three will contain five questions asking participants to share their opinions on educational MMO games. Participants will be asked to mark a response to each question as strongly agree, agree, unsure, disagree, or strongly disagree. Question one will reveal participants willingness to be involved with an educational MMO. Question two will ask if participation in an education MMO would increase willingness to participate in extra academic tasks. Question three will ask if an educational MMO would generate more interest in general academia. Question four will ask if an educational MMO would teach as effectively as a traditional classroom setting. Question five will ask if an educational MMO would develop key 51

21st Century skills as they relate to technical proficiency, communication, teamwork, and leadership skills. The purpose of this section is to reveal the participants perceptions and opinions regarding the use of an educational MMO within a public school setting.

Survey Section Four Survey section four will contain a list of five concern areas regarding the use of MMO games in public education. The list of concerns will change slightly for each of the three participating groups. The list of concerns are those denoted in the literature review and will place emphasis on such things as the risk of sedentary lifestyles, inappropriate games themes, game play, game knowledge, budget concerns etc.... Participants will be asked to share their opinions by checking any of the listed concerns they feel are merited. This purpose of this section to gauge concerns participants have regarding the use of an educational MMO in a public school setting.

Survey Section Five Survey section five will contain an area for participants to record any additional comments they have regarding topics discussed on the survey. There will be multiple blank lines in this section for participants to write out their concerns, reservations, opinions etc... on the topic. The purpose of this section is to give participants an opportunity to share with the researcher any 52

information they feel is relevant to the survey.

Foothill High School Information and Statistics The focus of this study will involve participation from Foothill High School, one of ten schools, within the Shasta Union High District of Shasta County, California. Foothill High is considered a "Fringe Rural" school located in Palo Cedro California. (USNews.com, 2013) According to USNews and World Report, data from the 2010-2011 school year, Foothill has received a silver ranking designating it as a "High-performing school with lower college readiness". (USNews.com, 2013) Foothill was ranked 2,174 out of 21,000 schools evaluated nationally and ranked 483 out of 2,039 schools evaluated within the state of California. In the 2010-2011 school year Foothill High Schools academic performance index was 831 with 16% of students passing an advanced placement exam. Foothill High School's 2012 academic performance index was 847 giving it a 9 out of 10 state score (1 being worst and 10 being the highest) and 8 out of 10 score when compared to similar schools. (school-ratings.com, 2013).

According to high-school.com Foothill has 1745 students, 431 freshmen, 522 sophomores, 447 juniors, and 345 seniors. (High-School.com, 2013) The male to female ratio at Foothill is approximately 52% and 48% respectively. Of these students 16% of them qualify for free or reduced lunch. According to school-rating.com in 2012 Foothill was comprised of 77% white, 11% Latino or Hispanic, 7% two or more races, 3% American Indian, and 1% African American.

53

(school-ratings.com, 2013). The student to teacher ratio at Foothill is 26 : 1 below the national average (14.2 : 1) and the state average (17.8 : 1). (High-School.com, 2013) Surveys will be given randomly and may not match over all school statics however, no surveys will be conducted outside the Foothill High School demographic.

Survey Participants Students, teachers, and administrators at Foothill High School in Palo Cedro California will be asked to participate in this survey. The researcher will obtain permission and administer the surveys as is approved by Foothill administration. Surveys will be given with consent of the participants. The researcher will conduct three waves of surveys in order to refine and enhance survey. Below is the desired survey response rate: Survey Type

Sampling #1

Sampling #2

Main Survey

Student

20+

50+

500+

Administrator

2-3

0

3

Teacher

2-3

0

50+

54

Students Surveys will be given to students during classroom time. The researcher will administer the survey and collect the data, taking approximately 5 minutes of class time (the student survey can be seen in Appendix C) . No information will be shared with students other than what is presented on the survey.

Students will be informed the survey is optional and asked to not

discuss or collaborate on survey responses. Students will not receive extra credit or otherwise be rewarded for completing the survey.

Teachers and Administrators Surveys will be given to teachers and administrators via enveloped in their campus mail box(teacher and administrator surveys can be seen in Appendix C). Each envelope will contain a document explaining the purpose of the survey, the survey, a self addressed/stamped envelope with which to return the survey, and a one dollar bill to express appreciation for participating in the survey. Envelopes and surveys will be personalized to contain each participants name in order to track participation.

55

Summary The researcher has chosen Foothill High School in Shasta County, California as the site to conduct this research. The researcher will obtain verbal permission from site administration before developing a survey for students, teachers, and administrators. The survey will be brief, taking only about five minutes to complete. Data from the survey will be used as a means to gauge perceptions and pinpoint key understandings regarding the use of MMO games as an educational medium within a public school setting.

56

CHAPTER IV

RESULTS

Introduction Student activities outside of the classroom have drastically changed from even just 10 years ago. Yet the traditional classroom setting has changed little in the past 500 years.

Today's students are immersed in technology. Much of this technology is highly engaging and centered around social experiences (online video games, Facebook, Instagram etc...). It is little wonder many students no longer want to sit quietly in classrooms, reading textbooks, and filling out worksheets. Recent research and several educational experts have lauded the benefits/potential of using Massive Multiplayer Online Role Playing Games (MMORPG, MMOP, or MMO) in an educational setting. However, despite recent research and claims made by experts, the researcher has found an extremely limited number of incidences where public schools are utilizing MMO games as an educational medium.

The purpose of this study is to understand: What factors may prevent or hinder MMO games from being used more widely in public education as perceived by administrators, teachers, counselors, and students at Foothill High School in Shasta County, California?

57

Student Survey There were approximately 600 students who participated in this research. There were two sample survey groups. Sample survey one included 27 students, sample survey two included 74 students. Information from these two sample groups was not included in final data, but rather to help refine survey quality and clarity. The final survey group involved 518 students including: 152 Freshmen, 115 Sophomores, 150 Juniors, and 94 Seniors. Seven of these surveys were not used in data compilation due to inappropriate and/or unclear responses. In total the researcher used 511 student surveys for the data that is presented in this chapter.

Student Survey Procedure The researcher took several steps to obtain the student data presented in this study. The researcher was advised by administration to obtain permission from department heads before conducting surveys. Verbal permission was received from the Social Science and English department heads to conduct these surveys. The researcher talked to and received verbal permission from various teachers regarding a survey of the students in their classroom during both sample surveys and the main survey2. The first sample survey was given to one class of 27 students (Juniors) who were asked to read the survey and respond (see Student Sample Survey One in Appendix B). The researcher noticed that during survey sample one, many participants 2

There was one teacher not notified of the survey. This teacher was absent the day the survey was administered, permission was obtained from a substitute teacher.

58

did not appear to read the survey. This lead to confusion for some participants as they did not understand the questions. For example: participants asked what an EVW or MMO was even though these terms are defined within the survey. When the researcher audibly read the definition of these terms, as they appeared on the survey, participants then exhibited comprehension. As a result of this finding the researcher modified future surveys to included highlighted abbreviations to help draw participants eyes to key terms. The researcher also determined that audibly reading the survey, in its entirety, may aid in comprehension. Additional modifications that were made to the survey, after the first sample group, involved responses in the biographical section. The researcher found that in the biographical section participants did not mark things uniformity. For example some participants wrote they were in 11th grade, some wrote Jr. or junior etc.... To add uniformity to the survey, the researcher modified the biographical section so that responses would only need to be circled by participants. Once the above mentioned modifications had been made to the student survey, the researcher obtained permission from a teacher to survey a larger number of students.

Sample survey two was given to 74 students (Freshmen) spread throughout three classes, these participants were asked to follow along on the survey and respond. The researcher audibly read the survey to all student in the second sample group (see Student Sample Survey Two Appendix B). After reading the research would pause between each section/question for participants to record their responses. The researcher found that some participants still found the 59

survey confusing, and there was lack of comprehension regarding the survey questions. Several participants asked questions seeking clarification about what was being asked. In response to participant questions the researched re-read parts of the survey. However, this lead some participants to display increased frustration as they did not feel their questions were being adequately addressed. In addition to the audible reading of the survey the researcher began to provide brief examples to help explain what was presented on the survey. The researcher concluded that the survey did not require additional modification, instead presentation of the survey should be modified to include examples in conjunction with the audible reading. These modifications appeared to reduced the number of questions asked and also reduced what appeared to be confusion among the participants in this sample group.

The final survey group included over 500 students, and the survey was given to multiple classes of Freshmen (6 classes), Sophomores (4 classes), Juniors (6 classes), and Seniors (4 classes). The researcher desired to obtain 100 survey response from each group, this was accomplished in all but the Senior group, which only received 94 responses as a result of smaller class sizes. In each of these classes the survey (see Student Survey Appendix C) was passed out to the participants, the researcher then clearly and loudly read the survey providing examples were appropriate (please see, Survey Script Used for Student Survey Group in Appendix D). The fourth section of the survey, regarding additional concerns, was not read by the researcher, participants were asked to read this section "on their own" and check any answer with which 60

they agreed. The researcher did not read the concerns area audibly in order to reduce the amount of time required to complete the survey. As a result of not reading the "additional concerns" portion of the survey, participants may have been less likely to read or mark this section.

Participants were not incentivized in any way to complete surveys, all responses were given with an understanding of complete anonymity. The researcher observed the majority of participants in what appeared to be thoughtful reflection as they recorded their responses. There were several instances of talking, joking, and what appeared to be participants hastily and without thought completing the survey, however these observed incidents were infrequent. With few exceptions the surveys took approximately five minutes of class time to complete.

61

Findings from the Student Survey Student survey data is presented below. An overview of all student data is presented first, followed by data linked to various biographical information obtained from the survey. Raw survey data for students can be found in Appendix E. Survey responses appearing most frequently appear in bold.

Table 1: Student Survey Data Overview

Student Survey Data Overview Survey Questions: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

Strongly Agree 1 #/%

1) I would be willing to attend classes where I would learn by interacting with other students to complete learning objectives in an EVW.

124 / 24.3 224 / 43.6

2) I would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW.

Mean

4 #/%

Strongly Disagree 5 #/%

92 / 18.0

52 / 10.2

19 / 3.7

2.25

116 / 22.7 173 / 33.9 126 / 24.7

69 / 13.5

27 / 5.3

2.45

124 / 24.3 193 / 38.8 116 / 22.7

54 / 10.6

24 / 4.7

2.34

4) I believe using an EVW would help me learn educational content more effectively than a traditional (textbook, lecture etcâ&#x20AC;Ś) classroom setting.

100 / 19.6 146 / 29.6 162 / 31.7

78 / 15.3

25 / 4.9

2.57

5) Using an EVW would help me become more technically adept as well as build teamwork, leadership, and communication skills.

99 / 19.4

153 / 29.9 151 / 29.5

76 / 14.9

32 / 6.3

2.59

Total/Percentage Mean (subscore):

563/22.04 889/34.79 647/25.32

329/12.88

127/4.97

(2.44)

3) I would be more excited about learning and education in general if EVWs were used in the classroom.

Agree

Unsure

Disagree

2 #/%

3 #/%

Strongly agree = 1, Agree = 2, Unsure = 3, Disagree =4, Strongly Disagree = 5

62

Table 2: Overview of Student Concerns

Overview of Student Concerns Concerns: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

Marked #/%

Unmarked #/%

1) EVWs might frustrate me. I donâ&#x20AC;&#x2122;t know anything about virtual worlds (games).

113 / 22.1

398 / 77.9

2) EVWs may never compare to the games I play at home, they would bore/frustrate me.

89 / 17.4

422 / 82.6

3) EVWs might not teach me what I need to know.

215 / 42.1

296 / 57.9

46 / 9.0

465 / 91.0

5) EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

186 / 36.4

325 / 63.6

Totals:

649 / 25.4 1906 / 74.6

4) EVWs could be sexist, violent, or contain other inappropriate themes.

63

Table 3: Student Survey Data by Grade Level

Student Survey Data by Grade Level Survey Questions: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

1) I would be willing to attend classes where I would learn by interacting with other students to complete learning objectives in an EVW.

Strongly Agree Unsure Disagree Strongly Agree Disagree 1 2 3 4 5 Class: #/% Class: #/% Class: #/% Class: #/% Class: #/% F: 44/28.9

F: 67/44.1

F: 27/17.8

F: 12/7.9

So: 31/27.0 So: 47/40.9 So: 18/15.7 So: 14/12.2

F: 2/1.3

F: 2.09

So: 5/4.3

So: 2.26

J: 32/21.3

J: 65/43.3

J: 25/16.7

J: 20/13.3

J: 8/5.3

J: 2.38

S: 17/18.1

S: 45/47.9

S: 22/23.4

S: 6/6.4

S: 4/4.3

S: 2.31

F: 3/1.9

F: 2.30

So: 8/7.0

So: 2.46

J: 10/6.7

J: 2.55

S: 6/6.4

S: 2.51

F: 2/1.3

F: 2.21

So: 4/3.5

So: 2.23

F: 39/25.7 F: 51/33.6 F: 43/28.3 F: 16/10.5 2) I would be more willing to complete So: 25/21.7 So: 42/36.5 So: 26/22.6 So: 14/12.2 homework or extra class work if it involved interacting with other J: 32/21.3 J: 50/33.3 J: 31/20.7 J: 27/18.0 students in an EVW. S:20/21.3 S: 30/31.9 S: 26/27.7 S: 12/12.8 3) I would be more excited about learning and education in general if EVWs were used in the classroom.

Mean

F: 39/25.7

F: 61/40.1

F: 35/23.0

F: 15/9.9

So: 36/31.3 So: 39/33.9 So: 22/19.1 So: 14/12.2 J: 32/21.3

J: 52/34.7

J: 32/21.3

J: 21/14.0

J: 13/8.7

J: 2.54

S: 17/18.1

S: 41/43.6

S: 27/28.7

S: 4/4.3

S: 5/5.3

S: 2.35

F: 5/3.3

F: 2.45

So: 6/5.2

So: 2.53

J: 10/6.7

J: 2.65

S: 4/4.3

S: 2.70

F: 9/5.9

F: 2.47

So: 4/3.5

So: 2.55

J: 13/8.7

J: 2.66

S: 6/6.4

S: 2.70

F: 78/10.3

F: 21/2.8

(F: 2.30)

So:147/25.6 So:193/33.6 So:117/20.3 So: 91/15.8

So: 27/4.7

(So: 2.41)

J: 115/15.3

J: 54/7.2

(J: 2.56)

S: 45/9.6

S: 25/5.3

(S: 2.51)

F: 34/22.4 F: 46/30.3 F: 46/30.3 F: 21/13.8 4) I believe using an EVW would help So: 29/25.2 So: 31/27.0 So: 26/22.6 So: 23/20.0 me learn educational content more effectively than a traditional (textbook, J: 25/16.7 J: 45/30.0 J: 48/32.0 J: 22/14.7 lecture etcâ&#x20AC;Ś) classroom setting.

S: 12/12.8 S: 24/25.5 S: 42/44.7 S: 12/12.8 F: 33/21.7 F: 46/30.3 F: 50/32.9 F: 14/9.2 5) Using an EVW would help me become more technically adept as well So: 26/22.6 So: 34/29.6 So: 25/21.7 So: 26/22.6 as build teamwork, leadership, and J: 26/17.3 J: 50/33.3 J: 36/24.0 J: 25/16.7 communication skills.

S: 14/14.9 S: 23/24.5 S: 40/42.6 S: 11/11.7 F: 189/24.9 F: 271/35.7 F: 201/26.4 Total/Percentage Mean (subscore): J: 147/19.6 J: 262/34.9 S: 80/17.0

J: 172/22.9

S: 163/34.7 S: 157/33.4

Strongly agree = 1, Agree = 2, Unsure = 3, Disagree =4, Strongly Disagree = 5

64

Table 4: Student Concerns by Grade Level

Student Concerns by Grade Level Concerns: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

1) EVWs might frustrate me. I donâ&#x20AC;&#x2122;t know anything about virtual worlds (games).

2) EVWs may never compare to the games I play at home, they would bore/frustrate me.

3) EVWs might not teach me what I need to know.

4) EVWs could be sexist, violent, or contain other inappropriate themes.

5) EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

Totals:

Marked Class: # / %

Unmarked Class: # / %

F: 27 / 17.8 F: 125 / 82.2 So: 27 / 23.5 So: 88 / 76.5 J: 36 / 24.0 J: 114 / 76.1 S: 22 / 23.4 S: 72 / 76.6 F: 17 / 11.2 F: 135 / 88.8 So: 14 / 12.2 So: 101 / 87.8 J: 38 / 25.3 J: 21 / 74.7 S: 20 / 21.3 S: 74 / 78.7 F: 88 / 57.9 F: 64 / 42.1 So: 38 / 33.0 So: 77 / 67.0 J: 90 / 60.0 J: 60 / 40.0 S: 42 / 44.7 S: 52 / 55.3 F: 22 / 14.5 F: 130 / 85.5 So: 9 / 7.8 So: 106 / 92.2 J: 9 / 6.0 J: 141 / 94.0 S: 6 / 6.4 S: 88 / 93.6 F: 88 / 57.9 F: 64 / 42.1 So: 40 / 34.8 So: 75 / 65.2 J: 46 / 30.7 J: 104 / 69.3 S: 35 / 37.2 S: 59 / 62.8 F: 194 / 25.5 F: 566 / 74.5 So: 128 / 22.3 So: 447 / 77.7 J: 189 / 25.2 J: 561 / 74.8 S: 135 / 28.7 S: 335 / 71.3

Table 5: Student Biographical Data by Grade

Student Biographical Data by Grade (Grade Level: # / %) Freshmen: 152 / 29.75

Sophomore: 115 / 22.50

Junior: 150 / 29.35

65

Senior: 94 / 18.40

Table 6: Student Survey Data by Gender

Student Survey Data by Gender Survey Questions: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

Strongly Agree Unsure Disagree Strongly Agree Disagree 1 2 3 4 5 Sex: # / % Sex: # / % Sex: # / % Sex: # / % Sex: # / %

1) I would be willing to attend classes where I would learn by interacting with other students to complete learning objectives in an EVW.

M: 71/33.6

M: 87/41.2 M: 33/15.6

M: 10/4.7

M: 10/4.7

M: 2.06

F: 35/15.2

F: 105/46.7 F: 44/19.1

F: 37/16.1

F: 9/3.9

F: 2.48

2) I would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW.

M: 60/28.4

M: 75/35.5 M: 41/19.4

M: 20/9.5

M: 15/7.1

M: 2.31

F: 34/14.8

F: 72/31.3

F: 73/31.7

F: 41/17.8

F: 10/4.3

F: 2.66

3) I would be more excited about learning and education in general if EVWs were used in the classroom.

M: 73/34.6

M: 71/33.6 M: 39/18.5

M: 15/7.1

M: 13/6.2

M: 2.17

F: 35/15.2

F: 91/39.6

F: 62/27.0

F: 34/14.8

F: 8/3.5

F: 2.52

4) I believe using an EVW would help me learn educational content more effectively than a traditional (textbook, lecture etcâ&#x20AC;Ś) classroom setting.

M: 55/26.1

M: 71/33.6 M: 53/18.5

M: 17/8.1

M: 15/7.1

M: 2.36

F: 29/12.6

F: 52/22.6

F: 50/21.7

F: 9/3.9

F: 2.82

5) Using an EVW would help me become more technically adept as well as build teamwork, leadership, and communication skills.

M: 55/26.1

M: 67/31.8 M: 52/24.6 M: 21/10.0

M: 16/7.6

M: 2.41

F: 24/10.4

F: 68/29.6

F: 90/39.1

Mean

F: 83/36.1

F: 43/18.7

F: 12/5.2

F: 2.79

M:314/29.8 M:371/35.2 M:218/20.7

M: 83/7.9

M: 69/6.5

(M: 2.26)

F:157/13.7

F:205/17.8

F: 48/4.2

(F: 2.65)

Total/Percentage Mean (subscore): F:388/33.7 F:352/30.6

Strongly agree = 1, Agree = 2, Unsure = 3, Disagree =4, Strongly Disagree = 5

66

Table 7: Student Concerns by Gender

Student Concerns by Gender Concerns: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

1) EVWs might frustrate me. I donâ&#x20AC;&#x2122;t know anything about virtual worlds (games).

2) EVWs may never compare to the games I play at home, they would bore/frustrate me.

3) EVWs might not teach me what I need to know.

4) EVWs could be sexist, violent, or contain other inappropriate themes.

5) EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

Totals:

Marked Sex: # / %

Unmarked Sex: # / %

M: 24/11.4 F: 72/31.3 M: 48/22.7 F: 27/11.7 M: 66/31.3 F: 126/54.8 M: 9/4.3 F: 35/15.2 M: 59/28.0

M:187/88.6 F: 158/68.7 M: 196/77.3 F: 203/88.3 M: 145/68.7 F: 104/45.2 M: 201/ 95.7 F: 195/84.8 M: 152/72.0

F: 103/44.8 M: 206/19.5 F: 363/30.7

F: 127/55.2 M: 849/80.5 F: 787/69.3

Table 8: Student Biographical Data by Gender

Student Biographical Data by Gender (Gender: # / %) Male: 211 / 41.29

Female: 230 / 45.01

67

Unmarked: 70 / 13.70

Table 9: Student Survey Data by Hours of Video Game Play Per Week

Student Survey Data by Hours of Video Game Play Per Week Survey Questions: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

1) I would be willing to attend classes where I would learn by interacting with other students to complete learning objectives in an EVW.

2) I would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW.

3) I would be more excited about learning and education in general if EVWs were used in the classroom.

4) I believe using an EVW would help me learn educational content more effectively than a traditional (textbook, lecture etcâ&#x20AC;Ś) classroom setting.

5) Using an EVW would help me become more technically adept as well as build teamwork, leadership, and communication skills.

Total/Percentage Mean (subscore):

Hours Strongly Played Agree Per 1 Week #/% 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10

19/10.4 14/16.5 9/16.4 22/31.4 15/34.9 40/74.1 21/11.5 14/16.5 9/16.4 20/28.6 18/41.9 30/55.6 19/10.4 15/17.6 12/21.9 24/34.3 15/34.9 35/64.8 17/9.3 11/13.0 7/12.7 16/22.9 12/27.9 30/55.6 15/8.2 12/14.1 7/12.7 18/25.7 15/34.9 27/50.0 91/9.9 66/15.5 44/16.0 100/28.6 75/34.9 162/60.0

Agree 2 #/% 76/41.5 45/52.9 30/54.5 33/47.1 20/46.5 11/23.4 52/28.4 32/37.6 26/47.3 27/38.6 11/25.6 17/31.5 70/38.3 32/37.6 23/41.8 28/40.0 18/41.9 14/25.9 35/19.1 24/28.2 25/45.5 23/32.9 16/37.2 16/29.6 51/27.9 23/27.1 23/41.8 25/35.7 12/27.9 10/18.5 284/31.0 156/36.7 127/46.2 136/38.9 77/35.9 68/25.2

Unsure Disagree Strongly Disagree 3 4 5 #/% #/% #/%

Mean

42/23.0 17/20.0 12/21.9 11/15.7 4/9.3 3/5.6 59/32.2 25/29.4 9/16.4 16/22.9 9/20.9 4/7.4 43/23.5 30/35.3 14/25.5 14/20.0 5/11.6 4/7.4 68/37.2 36/42.3 14/25.5 25/35.7 9/20.9 6/11.1 56/30.6 35/41.2 14/25.5 18/25.7 10/23.3 15/27.8 268/29.3 143/33.6 63/22.9 84/24.0 37/17.2 32/11.9

2.69 2.29 2.24 1.97 1.95 1.31 2.84 2.53 2.45 2.17 2.05 1.63 2.76 2.40 2.33 1.99 2.05 1.46 3.04 2.66 2.47 2.36 2.26 1.65 2.98 2.69 2.60 2.31 2.21 1.85 (2.86) (2.52) (2.42) (2.16) (2.10) (1.58)

35/19.1 5/5.9 2/3.6 3/4.3 3/7.0 0/0 38/20.8 8/9.4 8/14.5 5/7.1 4/9.3 3/5.6 38/20.8 5/5.9 2/3.6 3/4.3 3/7.0 1/1.9 49/26.8 11/13.0 8/14.5 2/2.9 4/9.3 1/1.9 45/24.6 9/10.6 7/12.7 5/7.1 4/9.3 2/3.7 205/22.4 38/8.9 27/9.8 18/5.1 18/8.4 7/2.6

11/6.0 4/4.7 2/3.6 1/1.4 1/2.3 0/0 13/7.1 6/7.1 3/5.4 2/2.9 1/2.3 0/0 13/7.1 3/3.5 4/7.3 1/1.4 2/4.7 0/0 14/7.7 3/3.5 1/1.8 4/5.7 2/4.7 1/1.9 16/8.7 6/7.1 4/7.3 4/5.7 2/4.7 0/0 67/7.3 22/5.2 14/5.1 12/3.4 8/3.7 1/0.4

Strongly agree = 1, Agree = 2, Unsure = 3, Disagree =4, Strongly Disagree = 5

68

Table 10: Student Concerns by Hours of Video Game Play Per Week

Student Concerns by Hours of Video Game Play Per Week Concerns: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

1) EVWs might frustrate me. I donâ&#x20AC;&#x2122;t know anything about virtual worlds (games).

2) EVWs may never compare to the games I play at home, they would bore/frustrate me.

3) EVWs might not teach me what I need to know.

4) EVWs could be sexist, violent, or contain other inappropriate themes.

5) EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

Totals:

Hours

Marked #/%

Unmarked #/%

0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10

87/47.5 10/11.8 5/9.1 1/1.4 5/11.6 3/5.6 13/7.1 14/16.5 12/21.9 14/20.0 17/39.5 17/31.5 103/71.0 42/49.4 19/34.5 26/37.1 12/27.9 11/20.4 19/10.4 12/14.1 3/5.5 6/8.6 3/7.0 2/3.8 83/45.4 35/41.2 15/27.3 22/31.4 15/38.9 12/22.2 305/33.3 113/26.6 54/19.6 69/19.7 52/24.2 45/16.7

96/52.5 75/88.2 50/90.9 69/98.6 38/88.4 51/94.4 270/92.9 71/83.5 43/78.1 56/80.0 26/60.5 37/68.5 80/29.0 43/50.6 36/65.5 44/62.9 31/72.1 43/79.6 164/89.6 73/85.9 52/94.5 64/91.4 40/93.0 52/96.2 100/54.6 50/68.8 40/72.7 48/68.6 28/61.1 42/77.8 610/66.7 312/73.4 221/80.4 281/80.3 163/75.8 225/83.3

Table 11: Student Biographical Data by Hours of Video Game Play Per Week

Student Biographical Data by Hours of Video Game Play Per Week (Hours: # / %) 0: 183/35.81

<1: 85/16.63

1-2: 55/10.76

3-5: 70/13.70

69

6-9: 43/8.41

>10: 54/10.57

Unmarked: 21/4.11

Table 12: Student Survey Data by Hours of Time Spent on Homework Per Week

Student Survey Data by Hours of Time Spent on Homework Per Week Survey Questions: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

1) I would be willing to attend classes where I would learn by interacting with other students to complete learning objectives in an EVW.

2) I would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW.

3) I would be more excited about learning and education in general if EVWs were used in the classroom.

4) I believe using an EVW would help me learn educational content more effectively than a traditional (textbook, lecture etcâ&#x20AC;Ś) classroom setting.

5) Using an EVW would help me become more technically adept as well as build teamwork, leadership, and communication skills.

Total/Percentage Mean (subscore):

Hours Strongly Work Agree Per 1 Week #/% 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10

10/35.7 20/24.4 23/18.5 37/26.1 17/22.1 8/26.7 9/32.1 13/15.9 24/19.4 37/26.1 17/22.1 9/30.0 9/32.1 20/24.4 24/19.4 39/27.5 17/22.1 7/23.3 8/28.6 18/22.0 19/15.3 29/20.4 13/16.9 5/16.7 11/39.3 16/19.5 21/16.9 26/18.3 14/18.2 2/6.7 47/33.6 87/21.2 111/17.9 168/23.7 78/20.3 31/20.7

Agree 2 #/%

Unsure Disagree Strongly Disagree 3 4 5 #/% #/% #/%

9/32.1 5/17.9 3/10.7 8/9.8 31/37.8 18/22.0 56/45.2 20/16.1 17/13.7 10/7.0 62/43.7 29/20.4 6/7.8 39/50.6 14/18.2 2/6.7 4/13.3 16/53.3 4/14.3 4/14.3 9/32.1 33/40.2 18/22.0 10/12.2 40/32.3 34/27.4 18/14.5 43/30.3 34/24.0 25/17.6 25/32.5 27/35.1 6/7.8 5/16.7 3/10.0 11/36.7 5/17.9 2/7.1 10/35.7 17/20.7 8/9.8 32/39.0 14/11.3 48/38.7 29/31.5 47/33.1 35/24.6 17/12.0 8/10.4 33/42.9 17/22.1 7/23.3 3/10.0 12/40.0 6/21.4 2/7.1 10/35.7 6/7.3 29/35.4 23/28.0 32/25.8 34/27.4 31/25.0 37/26.1 51/35.9 20/14.1 19/24.7 30/39.0 12/15.6 6/20.0 4/13.3 14/46.7 5/17.9 5/17.9 4/14.3 30/36.6 19/23.2 10/12.2 37/29.8 33/26.6 21/16.9 41/29.9 43/30.3 27/19.0 21/27.3 30/39.0 7/9.1 7/23.3 3/10.0 18/60.0 43/30.7 25/17.9 15/10.7 155/37.8 95/23.1 42/10.2 213/34.4 150/24.2 101/16.3 230/32.4 192/27.0 99/13.9 137/35.6 118/30.6 39/10.1 17/11.3 52/34.7 46/30.7

1/3.6 5/6.1 8/6.5 4/2.8 1/1.3 0/0 2/7.1 8/9.8 8/6.5 3/2.1 2/2.6 2/6.7 2/7.1 5/6.1 9/7.3 4/2.8 2/2.6 1/3.3 2/7.1 6/7.3 8/6.5 5/3.5 3/3.9 1/3.3 3/10.7 7/8.5 12/9.7 5/3.5 5/6.5 0/0 10/7.1 31/7.6 45/7.3 21/3.0 13/3.4 4/2.7

Strongly agree = 1, Agree = 2, Unsure = 3, Disagree =4, Strongly Disagree = 5

70

Mean

2.14 2.35 2.44 2.17 2.16 2.07 2.32 2.60 2.56 2.39 2.36 2.27 2.21 2.34 2.48 2.30 2.29 2.30 2.29 2.43 2.81 2.54 2.65 2.77 2.39 2.54 2.73 2.61 2.58 2.73 (2.27) (2.45) (2.61) (2.40) (2.41) (2.43)

Table 13: Student Concerns by Hours of Time Spent on Homework Per Week

Student Concerns by Hours Spent on Homework Per Week Concerns: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

1) EVWs might frustrate me. I donâ&#x20AC;&#x2122;t know anything about virtual worlds (games).

2) EVWs may never compare to the games I play at home, they would bore/frustrate me.

3) EVWs might not teach me what I need to know.

4) EVWs could be sexist, violent, or contain other inappropriate themes.

5) EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

Totals:

Hours

Marked #/%

Unmarked #/%

0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10 0 <1 1-2 3-5 6-9 >10

6/21.4 13/15.9 32/25.8 32/22.5 19/24.7 9/30.0 4/14.3 18/22.0 23/18.5 21/14.8 8/10.4 6/20.0 8/28.6 31/37.8 60/48.4 60/42.3 38/49.4 16/53.3 3/10.7 3/3.7 15/12.1 10/7.0 9/11.7 5/16.7 5/17.9 25/30.5 45/36.3 56/39.4 33/42.9 18/60.0 26/18.6 90/22.0 180/29.0 179/25.2 107/28.0 54/36.0

22/78.6 69/84.1 92/74.2 110/77.5 58/75.3 21/70.0 24/85.7 64/78.0 101/81.5 121/85.2 69/89.6 24/80.0 20/71.4 51/62.2 64/51.6 82/57.7 39/50.6 14/46.7 25/89.3 79/96.3 109/87.9 132/93.0 68/88.3 25/83.3 23/82.1 57/69.5 79/63.7 86/60.6 44/57.1 12/40.0 114/81.4 320/78.0 620/71.0 531/74.8 278/72.0 96/64.0

Table 14: Student Survey Data by Hours of Time Spent on Homework Per Week

Student Biographical Data by Hours Spent on Home Work Per Week (Hours: # / %) 0: 28/5.48

<1: 82/16.05

1-2: 124/24.27

3-5: 142/27.79

71

6-9: 77/15.07

>10: 30/5.87

Unmarked: 28/5.48

Table 15: Student Survey Data by MMO Experience

Student Survey Data by MMO Experience3 Survey Questions: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

Strongly Agree 1 Ex: # / %

Agree

Unsure

Disagree

2 Ex: # / %

3 Ex: # / %

1) I would be willing to attend classes where I would learn by interacting with other students to complete learning objectives in an EVW.

Y: 55/45.6

Y: 49/40.5

Y: 13/10.7

N: 18/8.7

2) I would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW.

Mean

4 Ex: # / %

Strongly Disagree 5 Ex: # / %

Y: 3/2.5

Y: 1/0.8

Y: 1.73

N:101/48.8 N: 47/22.8

N: 30/14.5

N: 11/5.3

N: 2.59

Y: 44/36.4

Y: 43/35.5

Y: 19/15.7

Y: 12/9.9

Y: 3/2.5

Y: 2.07

N: 22/10.6

N: 71/34.3

N: 64/30.9

N: 36/17.4

N: 14/6.8

N: 2.75

3) I would be more excited about learning and education in general if EVWs were used in the classroom.

Y: 47/38.9

Y: 40/33.1

Y: 27/22.3

Y: 2/1.7

Y: 5/4.1

Y: 1.99

N: 24/11.6

N: 85/41.1

N: 56/27.1

N: 31/15.0

N: 11/5.3

N: 2.61

4) I believe using an EVW would help me learn educational content more effectively than a traditional (textbook, lecture etcâ&#x20AC;Ś) classroom setting.

Y: 41/33.9

Y: 33/27.3

Y: 29/24.0

Y: 13/10.7

Y: 5/4.1

Y: 2.24

N: 14/6.8

N: 55/26.6

N: 81/39.1

N: 46/22.2

N: 11/5.3

N: 2.93

5) Using an EVW would help me become more technically adept as well as build teamwork, leadership, and communication skills.

Y: 40/33.1

Y: 28/23.1

Y: 34/28.1

Y: 14/11.6

Y: 5/4.1

Y: 2.31

N: 15/7.2

N: 60/29.0

N: 74/35.7

N: 42/20.3

N: 16/7.7

N: 2.92

Y:227/37.5 Y:193/32.0 Y:122/20.2

Y: 44/7.3

Y: 19/3.1

(Y: 2.07)

N: 63/6.1

(N: 2.76)

Total/Percentage Mean (subscore): N: 93/9.0

N:372/35.9 N:322/31.1 N:185/17.9

Strongly agree = 1, Agree = 2, Unsure = 3, Disagree =4, Strongly Disagree = 5

3

Y = Yes, N = No. This survey data includes only participants who said they had no experience (207) or said they had experience and also listed an game classified as an MMO (121). The source used to classify games as belonging to the MMO genre can be found at http://en.wikipedia.org/wiki/List_of_massively_multiplayer_online_role-playing_games.

Participants who gave no response (57), were unsure (67), or claimed experience but did not provide the name of a game classified as an MMO (59) were not included in this data. For a full list of participant data please see Appendix E.

72

Table 16: Student Concerns by Experience With MMO Video Games

Student Concerns by Experience With MMO Video Games Concerns: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

Marked Unmarked Ex: # / % Ex: # / %

1) EVWs might frustrate me. I donâ&#x20AC;&#x2122;t know anything about virtual worlds (games).

Y: 4/3.3 N: 84/40.6 Y: 32/26.4 N: 21/10.1 Y: 44/36.4 N:113/54.6 Y: 7/5.8 N: 25/12.1 Y: 38/31.4

2) EVWs may never compare to the games I play at home, they would bore/frustrate me.

3) EVWs might not teach me what I need to know.

4) EVWs could be sexist, violent, or contain other inappropriate themes.

5) EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

Totals:

Table 17: Student Biographical Data by Experience With MMO Video Games

Student Biographical Data by Experience With MMO Video Games Response given Yes and listed a game classified as an MMO

#/% 4

121 / 23.68

Yes but failed to list a game classified as an MMO

59 / 11.55

No prior MMO gaming experience

207 / 40.51

Unsure: No MMO games listed

67 / 13.11

Unmarked: No MMO games listed

57 / 11.15

= Used in the presented survey data

4

The source used to classify games as belonging to the MMO genre can be found at http://en.wikipedia.org/wiki/List_of_massively_multiplayer_online_role-playing_games.

73

Y: 117/96.7 N: 123/59.4 Y: 89/73.6 N: 186/89.9 Y: 77/63.6 N: 94/45.4 Y: 114/94.2 N: 182/87.9 Y: 83/68.6

N: 86/41.5 N: 121/58.5 Y: 125/20.7 Y: 480/79.3 N: 329/31.8 N: 706/68.2

Student Comments and Other Data The student data presented below includes the following information. A summation of student comments, the top Four MMO games with which students claimed to have experience, and a count of surveys that received all "1's" (Strongly Agree) or all "5's" (Strongly Disagree).

Table 18: Summation of Student Comments

Summation of Student Comments Total Response given (157)

#/%

Positive Response

43 / 27.39

Neutral Responses

33 / 21.02

Negative Responses

54 / 34.39

Off topic, Unrelated, Nonsensical etc... Responses

24 / 15.29

The researcher acknowledges the responses categorized above are largely subjective and open to interpretation. Below is a sampling of positive, neutral, and negative responses as judged by the researcher. A full list of student comments can be found in Appendix E.

74

Table 19: Sampling of Positive Comments from Student Surveys

Sampling of Positive Comments from Student Surveys EVWs help build communication skills and problem solving.

I am a large video game player I've been playing for most of my life. I've been able to retain more information from a video game more than I ever would from School work. If you implemented education into this I believe you'll get an outstanding change in education from gamers, to be a part of this program would be a dream.

I believe in combination with traditional classroom teaching methods, EVWs can be an effective way to fill in existing gaps in student education.

I think it would be better than learning at school, and I would actually look forward to going to school, and learn better.

I think it's a great idea, it would teach kids to be more proficient with technology.

I think this is a better way to learn.

Learning by EVW could help students really take an interest in education.

Most times, in certain textbook, the picture shown does not do enough to help me understand I like interacting with it to see how it interacts with it in real life.

It would make me more willing and would promote me to want to learn.

Table 20: Sampling of Neutral Comments from Student Surveys

Sampling of Neutral Comments from Student Surveys Comparing the quality of educational video produced as well as the budget allowed for each , the quality of an EVW is circumspect.

EVWs would not be everyone's "cup of tea" It would work for some, not othersâ&#x20AC;Ś just like any other educational strategy.

Homework/class work would be much more entertaining, and I would definitely enjoy and be much more interested in EVW. But my cancer is game quality and educational value. Is it fun and is it teaching me what I need to know?

I think EVWs would be ok to use every once and a while. People still need to know how to read and write.

Kids might get lazier in other classes when they learn to just play video games in other classes.

The EVWs would need to be made by game companies, not textbook manufactures.

75

Table 21: Sampling of Negative Comments from Student Surveys

Sampling of Negative Comments from Student Surveys Children might be led to believe that everything they need and need to learn is on a computer instead of interacting w/ real people and going outside and learning outside.

Compared to the games at home EVWs wouldn't compare.

Don't we already have a problem with video games with kids playing non-stop? This makes it just another excuse for them to sit in front of a screen instead of doing something with their life.

Having EVWs in the classroom may restrict students from social interactions with other people.

People need social interaction with actual people not pixels.

I don't play videogames so it wouldn't be fun. Video games make people less social.

I don't think it would actually teach anyone anything.

I don't think video games are affective enough to be in a classroom. It promotes laziness, inappropriate behavior, and/or violence.

Promoting video games to interact would reduce social skills with others. Real life communication skills would not be developed in EVWs. Technology is not always a good thing. A virtual world would not promote the use of social skills and may have a negative effects on the eyesight and mental state of students. Video games are addictive.

The school would spend too much money. Teachers would have to take classes on computers.

Video games should not be used in teaching. We need more hands on learning in this world! Not sitting in front of computers or phones!

No one would have people skills. There would be less communicating physically. It is easy to communicate virtually compared to actually speaking.

76

Table 22: Top Five MMO Games Listed by Students

Top Five MMO Games Listed by Students Name of MMO Game

#/%

Game of Any type listed

115 / 22.50

WoW (World of Warcraft)

82 / 16.05

RuneScape

28 / 5.48

SWTOR (Star Wars The Old Republic)

18 / 3.52

LOTRO (Lord of The Rings Online)

10 / 1.96

A total of 115 students listed games classified as an MMO (Massive Multiplayer Online Role Playing Game) with which they had experience. Many of those who had experience listed multiple titles. The four most commonly appearing titles are listed above, titles not appearing were named five or fewer times. A full list of survey results can be found in Appendix E.

77

Table 23: Student Surveys Marked as Either All Strongly Agree or Strongly Disagree

Student Surveys Marked as Either All Strongly Agree or Strongly Disagree Total Response given (511)

#/%

Strongly Agree

45 / 8.80

Strongly Disagree

8 / 1.57

A total of 53 students marked every response as either "Strongly Agree" or "Strongly Disagree". Of the 45 students who marked "Strongly Agree" on all questions, 22 of them had experience with MMO games. Of the "Strongly Agree" group 28 were male and 8 were female.

Of the "Strongly Disagree" group 2 were female and 6 were male (9 did not give their gender). A full list of survey results can be found in Appendix E.

78

Teacher, Administrator, and Counselor Survey They data presented reflects a participation rate of approximately 90% amongst Foothill High School staff surveyed. The researcher used a 2013-2014 staff roster to determine the number of teachers, administrators, and counselors eligible to participate in the survey. The data presented in this chapter represents 53 of the 60 teachers, two of the three administrators (all three surveys were received back but one was incomplete and therefore not used in the data presented), and five of the five counselors who were eligible to participate in this research project.

Teacher, Administrator, Counselor Procedure The researcher took several steps to obtain teacher, administrator, and counselor data presented in this study. Before seeking to distribute surveys to teachers or administrators the researcher submitted rough drafts of the survey (the template to be used for all surveys) for feedback to the research supervisor (see Appendix A for all survey drafts). After modifying the format and correcting several grammatical errors the researcher again submitted the survey for feedback to the research supervisor. The modifications were approved and the researcher used this survey as a sample survey for teachers and administrators (see Appendix B for teacher and administrator sample surveys). The sample survey was given to three teachers and two former administrators. This sample group made several recommendations to improve the survey. The 79

researcher made several modifications to the survey based on the recommendations that were given. The researcher included several modifications that were used in the student survey and included a line by which participants would give the researcher consent to site their comments made by name. The teacher, administrator, and counselor surveys used to collect data incorporated suggestions given by students, teachers, and administrators (see Appendix C for surveys used).

Circumstance beyond the researchers control lead to an inability to collect Teacher, administrator, and counselor data until four months after student data. It was not determined until shortly before the surveys were distributed to also include counselors in the survey data.

The decision to include counselors in the survey data is reflected in a modification to the research question appearing in Chapters IV and V. Survey question one and the survey intro was modified slightly from the teacher and administrator surveys to meet the needs of the counselor survey (see Appendix C to view survey modifications). Once the researcher obtained permission to conduct the survey from administration, envelopes were placed into campus mail boxes. Each envelope contained a participation request (see Appendix H), a survey(see Appendix C), and a one dollar bill as a "token of appreciation". After one week envelopes were again put in mailboxes of non-respondents to increase participation. The researcher allowed for three weeks after first placing envelopes into campus mail boxes before compiling data.

80

Findings From The Teacher Survey Teacher survey data is presented below. An overview of all teacher data is presented first, followed by data linked to various biographical information obtained from the survey. Teacher raw survey data can be found in Appendix F. Survey responses appearing most frequently appear in bold. Some information has been excluded to protect participant anonymity.

Table 24: Teacher Survey Data Overview

Teacher Survey Data Overview Survey Questions: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

Strongly Agree 1 #/%

Agree

Unsure

Disagree

2 #/%

3 #/%

1) I would be willing to facilitate/teach classes where students would learn by interacting with other students to complete learning objectives in an EVW.

2 / 3.8

21 / 39.6

2) Students would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW.

5 / 9.4

Mean

4 #/%

Strongly Disagree 5 #/%

17 / 32.1

7 / 13.2

6 / 11.3

2.89

22 / 41.5

21 / 39.6

4 / 7.5

1 / 1.9

2.51

4 / 7.5

25 / 47.2

18 / 34.0

5 / 9.4

1 / 1.9

2.51

4) Students using an EVW would learn educational content more effectively than they do in a traditional (textbook, lecture etcâ&#x20AC;Ś) classroom setting.

2 / 3.7

8 / 15.1

30 / 56.6

9 / 17.0

4 / 7.5

3.09

5) Using an EVW would help students become more technically adept as well as build teamwork, leadership, and communication skills.

4 / 7.7

18 / 29.9

23 / 34.6

5 / 9.6

2 / 3.8

2.67

Total/Percentage Mean (subscore):

17/6.44

94/35.60

109/41.29

30/11.36

14/5.30

(2.73 )

3) Students would be more excited about learning and education in general if EVWâ&#x20AC;&#x2122;s were used in the classroom.

Strongly agree = 1, Agree = 2, Unsure = 3, Disagree =4, Strongly Disagree = 5

81

Table 25: Overview of Teacher Concerns

Overview of Teacher Concerns Concerns: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

Marked #/%

Unmarked #/%

1) EVWs might not be something I have the technical expertise to help facilitate/teach.

26 / 49.1

27 / 51.9

2) EVWs may be too expensive or complicated to implement.

30 / 56.6

23 / 44.4

3) EVWs might not teach students what they need to know.

30 / 56.6

23 / 44.4

4) EVWs could be sexist, violent, or contain other inappropriate themes.

10 / 18.9

43 / 82.1

5) EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

27 / 50.9

26 / 50.1

Totals:

123 / 46.4

142 / 54.6

82

Table 26: Teacher Survey Data by Gender

Teacher Survey Data by Gender Survey Questions: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

Strongly Agree Unsure Disagree Strongly Agree Disagree 1 2 3 4 5 Sex: # / % Sex: # / % Sex: # / % Sex: # / % Sex: # / %

Mean

1) I would be willing to facilitate/teach classes where students would learn by interacting with other students to complete learning objectives in an EVW.

M: 1/3.6

M: 12/42.9

M: 9/32.1

M: 5/17.9

M: 1/3.6

M: 2.75

F: 1/4.8

F: 6/28.6

F: 8/38.1

F: 1/4.8

F: 5/23.8

F: 3.14

2) Students would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW.

M: 3/10.7

M: 9/32.1

M: 14/50.0

M: 2/7.1

M: 0/0.0

M: 2.54

F: 2/9.5

F: 11/52.4

F: 5/23.8

F: 2/9.5

F: 1/4.8

F: 2.48

3) Students would be more excited about learning and education in general if EVWâ&#x20AC;&#x2122;s were used in the classroom.

M: 3/10.7

M: 3/10.7

M: 0/0.0

M: 2.46

F: 1/4.8

F: 10/47.6

F: 7/33.3

F: 2/9.5

F: 1/4.8

F: 2.62

4) Students using an EVW would learn educational content more effectively than they do in a traditional (textbook, lecture etcâ&#x20AC;Ś) classroom setting.

M: 1/3.6

M: 3/10.7

M: 18/64.3

M: 4/14.3

M: 2/7.1

M: 3.11

F: 1/4.8

F: 4/19.0

F: 11/52.4

F: 3/14.3

F: 2/9.5

F: 3.05

5) Using an EVW would help students become more technically adept as well as build teamwork, leadership, and communication skills.

M: 2/7.1

M: 8/28.6

M: 12/42.9

M: 4/14.3

M: 2/7.1

M: 2.86

F: 2/10.0

F: 7/35.0

F: 10/50.0

F: 1/5.0

F: 0/0.0

F: 2.50

M:10/7.1

M:44/31.4

M:63/45.0

M: 18/12.9

M: 5/3.6

(M: 2.74)

F: 7/6.7

F:38/36.5

F:41/39.4

F:9/8.7

F: 9/8.7

(F: 2.76)

M: 12/42.9 M: 10/35.7

Total/Percentage Mean (subscore):

Strongly agree = 1, Agree = 2, Unsure = 3, Disagree =4, Strongly Disagree = 5

83

Table 27: Teacher Concerns by Gender

Teacher Concerns by Gender Concerns: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

1) EVWs might not be something I have the technical expertise to help facilitate/teach.

2) EVWs may be too expensive or complicated to implement.

3) EVWs might not teach students what they need to know.

4) EVWs could be sexist, violent, or contain other inappropriate themes.

5) EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

Totals:

Marked Sex: # / %

Unmarked Sex: # / %

M: 13/46.4 F: 11/52.4 M: 14/50.0 F: 14/66.6 M: 16/57.1 F: 12/57.1 M: 3/10.7 F: 7/33.0 M: 14/50.0

M:15/54.6 F: 10/48.6 M: 14/50.0 F: 7/33.3 M: 12/43.9 F: 9/43.9 M: 25/ 89.3 F: 14/66.6 M: 14/50.0

F: 12/57.1 M: 60/42.9 F: 56/53.3

F: 9/43.9 M: 80/58.1 F: 49/46.6

Table 28: Teacher Biographical Data by Gender

Teacher Biographical Data by Gender (Gender: # / %) Male: 28 / 52.83

Female: 21 / 39.62

84

Unmarked: 4 / 7.55

Data has been abbreviated to protect participant anonymity.

Table 29: Teacher Survey Data by Years of Teaching Experience & Table 30: Teacher Biographical Data by Years of Teaching Experience

Teacher Survey Data by Years of Teaching Experience Survey Questions: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

1) I would be willing to attend classes where I would learn by interacting with other students to complete learning objectives in an EVW.

2) I would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW.

3) I would be more excited about learning and education in general if EVWs were used in the classroom.

4) I believe using an EVW would help me learn educational content more effectively than a traditional (textbook, lecture etcâ&#x20AC;Ś) classroom setting.

5) Using an EVW would help me become more technically adept as well as build teamwork, leadership, and communication skills.

Mean

Years Of Experience

Teacher Biographical Data by Years of Teaching Experience Response given

#/%

<5

2 / 3.8

5-10

4 / 7.5

<5

2.50

5-10

3.25

10-20

24 / 45.3

10-20

2.96

20-30

18 / 34.0

20-30

2.83

30+

1 / 1.9

<5

3.50

Unmarked

4 / 7.5

5-10

2.25

10-20

2.33

20-30

2.67

<5

4.00

5-10

2.50

10-20

2.38

20-30

2.56

<5

3.50

5-10

3.75

10-20

3.00

20-30

3.11

<5

4.00

5-10

3.00

10-20

2.54

20-30

2.76

<5

3.50

5-10

2.95

10-20

2.64

20-30

2.79

Total/Percentage Mean (subscore):

Strongly agree = 1, Agree = 2, Unsure = 3, Disagree =4, Strongly Disagree = 5

85

= Used in the survey data to the left

Data has been abbreviated to protect participant anonymity.

Table 31: Teacher Concerns by years of Teaching Experience

Teacher Concerns by Years of Teaching Experience Concerns: "EVW" refers to Educational Virtual Worlds, participants understood this to Years be an educational MMO game.

Exp

Marked #/%

Unmarked #/%

10-20 20-30 10-20 20-30 10-20 20-30 10-20 20-30 10-20

13/51.7 8/44.4 14/58.3 11/61.1 15/62.5 11/61.1 6/25.0 4/22.2 15/62.5

11/49.3 10/56.6 10/42.7 7/29.9 9/38.5 7/29.9 18/75.0 14/78.8 9/38.5

20-30 10-20 20-30

8/44.4 63/52.5 42/46.7

10/56.6 57/48.5 48/54.3

1) EVWs might not be something I have the technical expertise to help facilitate/teach.

2) EVWs might not be something I have the technical expertise to help facilitate/teach.

3) EVWs might not teach students what they need to know.

4) EVWs could be sexist, violent, or contain other inappropriate themes.

5) EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

Totals:

Table 32: Teacher Biographical Data by Years of Teaching Experience (concerns)

Teacher Biographical Data by Years of Teaching Experience (concerns) Response given

#/%

<5

2 / 3.8

5-10

4 / 7.5

10-20

24 / 45.3

20-30

18 / 34.0

30+

1 / 1.9

Unmarked

4 / 7.5

= Used in the presented survey data

86

Data has been abbreviated to protect participant anonymity.

Table 33: Teacher Survey Data by Inclination Towards Administration

Teacher Survey Data by Inclination Towards Administration Biographical Question: Do you have

the desire to pursue a career in school administration? .

Yes (2)

Mean

No (40)

1) I would be willing to facilitate/teach classes where students would learn by interacting with other students to complete learning objectives in an EVW.

Yes

2.50

No

2.88

2) Students would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW.

Yes

3.00

No

2.45

3) Students would be more excited about learning and education in general if EVWâ&#x20AC;&#x2122;s were used in the classroom.

Yes

2.50

No

2.50

4) Students using an EVW would learn educational content more effectively than they do in a traditional (textbook, lecture etcâ&#x20AC;Ś) classroom setting.

Yes

2.50

No

3.10

5) Using an EVW would help students become more technically adept as well as build teamwork, leadership, and communication skills.

Yes

2.50

No

2.67

Yes

2.60

No

2.72

Mean subscore:

Strongly agree = 1, Agree = 2, Unsure = 3, Disagree =4, Strongly Disagree = 5

87

Data regarding concerns in this area has been excluded to protect participant anonymity.

Table 34: Teacher Survey Data by Inclination Towards Administration

Teacher Survey Data by Inclination Towards Administration Response given

#/%

Yes

2 / 3.8

Unsure

7 / 13.2

No

40 / 75.5

Unmarked

4 / 7.5

= Used in the presented survey data

88

Table 35: Teacher Survey Data by MMO Experience

Teacher Survey Data by MMO Experience Survey Questions: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

Yes (4) Mean No (37)

1) I would be willing to facilitate/teach classes where students would learn by interacting with other students to complete learning objectives in an EVW.

Yes

2.25

No

3.11

2) Students would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW.

Yes

2.75

No

2.54

3) Students would be more excited about learning and education in general if EVWâ&#x20AC;&#x2122;s were used in the classroom.

Yes

2.50

No

2.62

4) Students using an EVW would learn educational content more effectively than they do in a traditional (textbook, lecture etcâ&#x20AC;Ś) classroom setting.

Yes

3.75

No

3.16

5) Using an EVW would help students become more technically adept as well as build teamwork, leadership, and communication skills.

Yes

2.5

No

2.78

Yes

2.75

No

2.84

Mean subscore:

Strongly agree = 1, Agree = 2, Unsure = 3, Disagree =4, Strongly Disagree = 5

89

Table 36: Teacher Concerns by Experience With MMO Video Games

Teacher Concerns by Experience With MMO Video Games Concerns: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

1) EVWs might not be something I have the technical expertise to help facilitate/teach.

2) EVWs might not be something I have the technical expertise to help facilitate/teach.

3) EVWs might not teach students what they need to know.

4) EVWs could be sexist, violent, or contain other inappropriate themes.

5) EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

Totals:

Table 37: Teacher Biographical Data by Experience With MMO Video Games

Teacher Biographical Data by Experience With MMO Video Games Response given Yes and listed a game classified as an MMO

#/% 5

4 / 7.5

Yes but failed to list a game classified as an MMO

9 / 16.98

No prior MMO gaming experience

37 / 69.81

Unsure: No MMO games listed

1 / 1.89

Unmarked: No MMO games listed

2 / 3.77

= Used in the presented survey data

5

The source used to classify games as belonging to the MMO genre can be found at http://en.wikipedia.org/wiki/List_of_massively_multiplayer_online_role-playing_games.

90

Marked Unmarked Ex: # / % Ex: # / % Y: 1/25.0 N: 17/45.9 Y: 2/50.0 N: 23/62.2 Y: 4/100.0 N: 20/54.1 Y: 0/0.0 N: 7/18.9 Y: 2/50.0

Y: 3/75.0 N: 20/54.1 Y: 2/50.0 N: 14/38.8 Y: 0/0.0 N: 17/45.9 Y: 4/100.0 N: 30/82.1 Y: 2/50.0

N: 20/54.1 N: 17/45.9 Y: 125/20.7 Y: 480/79.3 N: 329/31.8 N: 706/68.2

Findings From The Administrator Survey Administrator survey data is presented below. In order to protect participant anonymity, data and biographical information are not linked in any way and data has been abbreviated.

Table 38: Administrator Survey Data

Administrator Survey Data Survey Questions: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

Mean

1) I would be willing to help implement classes where students would learn by interacting with other students to complete learning objectives/goals in an EVW.

4.50

2) Students would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW.

2.50

3) Students would be more excited about learning and education in general if EVWâ&#x20AC;&#x2122;s were used in the classroom.

2.00

4) Students using an EVW would learn educational content more effectively than they do in a traditional (textbook, lecture etcâ&#x20AC;Ś) classroom setting.

3.00

5) Using an EVW would help students become more technically adept as well as build teamwork, leadership, and communication skills.

3.50

Mean subscore:

3.10

Strongly agree = 1, Agree = 2, Unsure = 3, Disagree =4, Strongly Disagree = 5

91

Data has been abbreviated to protect participant anonymity.

Table 39: Administrator Concerns

Administrator Concerns Concerns: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

Marked #/%

Unmarked #/%

Totals:

8 / 80.0

2 / 20.0

Table 40: Administrator Biographical Data

Administrator Biographical Data Gender

Female: 0 (0%)

Male: 2 (20%)

Years of teaching experience

No response: 0 (0%)

5-10: 0 (0%)

10-20: 2 (100%)

20-30: 0 (0%)

Years of administrative experience

No response: 0 (0%)

5-10: 1 (50%)

10-20: 1 (50%)

20-30: 0 (0%)

Experience with MMO games

Yes: 0 (0%)

92

No: 2 (100%)

Unsure: 0 (0%)

Findings From The Counselor Survey Counselor survey data is presented below. An overview of data and concerns are presented first follow by biographical information. In order to protect participant anonymity data has been abbreviated.

Table 41: Counselor Survey Data Overview

Counselor Survey Data Overview Survey Questions: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

Strongly Agree

Agree

Unsure

Disagree

Strongly Disagree

#/%

#/%

#/%

#/%

#/%

1) I would encourage some students to enroll in classes where they would learn by interacting with other students to complete learning objectives/goals in an EVW.

x/x

x/x

x/x

x/x

x/x

2.40

2) Students would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW.

x/x

x/x

x/x

x/x

x/x

2.40

x/x

x/x

x/x

x/x

x/x

2.00

4) Students using an EVW would learn educational content more effectively than they do in a traditional (textbook, lecture etcâ&#x20AC;Ś) classroom setting.

x/x

x/x

x/x

x/x

x/x

3.20

5) Using an EVW would help students become more technically adept as well as build teamwork, leadership, and communication skills.

x/x

x/x

x/x

x/x

x/x

2.80

1 / 4.0

12 / 48.0

9 / 36.0

3 / 12.0

0 / 0.0

(2.56 )

3) Students would be more excited about learning and education in general if EVWâ&#x20AC;&#x2122;s were used in the classroom.

Total/Percentage Mean (subscore):

Strongly agree = 1, Agree = 2, Unsure = 3, Disagree =4, Strongly Disagree = 5

93

Mean

Table 42: Overview of Counselor Concerns

Overview of Counselor Concerns Concerns: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

Marked #/%

Unmarked #/%

1) EVWs might not be something teachers would be comfortable using.

0 / 0.0

5 / 100.0

2) EVWs may be too expensive or complicated to implement.

1 / 20.0

4 / 80.0

3) EVWs might not teach students what they need to know.

3 / 60.0

2 / 40.0

4) EVWs could be sexist, violent, or contain other inappropriate themes.

1 / 20.0

4 / 80.0

5) EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

2 / 40.0

3 / 60.0

Totals:

7 / 28.0

18 / 72.0

Table 43: Counselor Biographical Data

Counselor Biographical Data Gender Years of counseling experience Experience with MMO games

Male: 1 (20%)

Female: 4 (80%)

No response: 1 (20%) 5-10: 1 (20%) Yes: 1 (20%)

94

10-20: 1 (20%)

No: 3 (60%)

20-30: 2 (40%) Unsure: 1 (20%)

Teacher, Administrator, and Counselor Comments and other Data The teacher, administrator, and counselor data presented below includes the following information. A summation of comments and a list of the MMO games experienced by participants.

Table 44: Summation of Staff Comments

Summation of Staff Comments Total Response given (33)

#/%

Positive Response

7 / 21.21

Neutral Responses

19 / 57.57

Negative Responses

7 / 21.21

The researcher acknowledges the responses categorized above are largely subjective and open to interpretation. Below is a sampling of positive, neutral, and negative responses as judged by the researcher. A full list of teacher, administrator, and counselor comments can be found in Appendix G.

95

Table 45: Sampling of Positive Staff Comments

Sampling of Positive Staff Comments Could be utilized as a great teaching tool if used correctly by teachers.

If EVW's get kids more excited about learning, I'm happy to learn and use in my classroom!

This is a great idea. Connecting with kids is what they're interested in is always a good idea.

This technology should be used in some area of education. It would be very effective in my opinion.

I think the concept of an EVW is an intriguing one. From years of experience enjoying textbased Mush style games to the explosion of Blizzards World of Warcraft. I have seen how these setting can encourage Teamwork as well as problem solving through strategy and trial by error.

If curriculum could be created to take advantage of these strengths found in MMORPGs AND still have means of assessing the students understanding of the material, I would love to see it implemented. However, just as we have lazy students in the classroom that try to get by skipping the reading or doing the bare minimum to get by, I have seen the same thing in virtual worlds and I would be concerned that students will actually take the time to read information from a "Quest Giver", and not blindly run off and assignment "Quest" simply relying on the rest of their team to save them.... However, if student could select their own teams like MMORPG guild do, these might become competition and drive to become a better student and learner.

Table 46: Sampling of Neutral Staff Comments

Sampling of Neutral Staff Comments It was hard to complete this survey because I have never seen or used an EVW. Sounds like a good idea in that it can be an effective "hook". As with all curriculum ideas, a lot depends on how complete the material is, for example how well does an EVW activity fit into the overall structure of a particular curriculum framework.

Sounds like it could be usefulâ&#x20AC;Ś we need to see a pilot class.

An interesting concept but education reform/advancement move so slowly this will never be common place in my lifetime.

Concern is they will lead to isolationism, inability to work and communicate as the real world with real people, no social skills. Also anonymity becomes an issue as well. By being anonymous it emboldens poor behavior as well as good.

I think it would be a great addition for certain objectives and activities. My concern would be that it might negatively affect students' ability to socially interact in person or without strict supervision, some students might abuse or use as a resource for bullying.

This is the first time I've heard of EVW. Sounds interesting.

96

Table 47: Sampling of Negative Staff Comments

Sampling of Negative Staff Comments Actual Personal interaction is always preferable to virtual anything! Communication skills are becoming a lost art in today's culture, I see it every day.

I feel this would add to the fact that students already are overdosed with technology and are losing the ability to think without it. I also think it would be more of a distraction taking up more time than it's worth.

I'm concerned that students would not learn the technical skill they need for college level research by an EVW. If a student is unwilling to work, an EVW isn't going to change that characteristic. Additionally, I don't think an EVW will have the allure of a video game and a student will still choose gaming over education.

97

Table 48: Top Five MMO Games Listed by Staff

Top Five MMO Games Listed by Staff Name of MMO Game

#/%

WoW (World of Warcraft)

4 / 6.67

EverQuest

2 / 3.33

SWTOR (Star Wars The Old Republic)

2 / 3.33

LOTRO (Lord of The Rings Online)

1 / 1.67

Survey data included 53 teachers, 2 administrators, and 5 counselors of these only 5 acknowledged experience with games that are classified as an MMO (Massive Multiplayer Online Role Playing Game). Many of those who had experience listed multiple titles. The four MMO games cited above were the only ones listed by participants in the survey.

98

Overview of Results The data presented in this section is an overview of all data designated by sub groups.

Some questions/concerns appearing in tables have been reworded from what appeared on actual surveys to better represent what was asked to all sub groups. Survey responses appearing most frequently appear in bold. Some information has been excluded/abbreviated in order to protect participant anonymity.

99

Table 49: Survey Data by Sub Group

Survey Data by Sub Group Survey Questions: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

1) I would be willing to attend (s)/facilitate(t)/implement(a)/ recommend (c) classes where students learning objectives in an EVW.

2) Students would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW.

Strongly Agree Unsure Disagree Strongly Agree Disagree 1 2 3 4 5 Class: #/% Class: #/% Class: #/% Class: #/% Class: #/%

Mean

S: 124/24.3 S: 224/43.6 T: 2 / 3.8

S: 92/18.0

S: 52/10.2

S: 19/3.7

S: 2.25

T: 21 / 39.6 T: 17 / 32.1

T: 7 / 13.2

T: 6 / 11.3

T: 2.89

A: x/x

A: x/x

A: x/x

A: x/x

A: x/x

A: 4.5

C: x / x

C: x / x

C: x / x

C: x / x

C: x / x

C: 2.40

S: 69/13.5

S: 27/5.3

S: 2.45

T: 4 / 7.5

T: 1 / 1.9

T: 2.51

S: 116/22.7 S: 173/33.9 S: 126/24.7 T: 5 / 9.4

T: 22 / 41.5 T: 21 / 39.6

A: x/x

A: x/x

A: x/x

A: x/x

A: x/x

A: 2.5

C: x / x

C: x / x

C: x / x

C: x / x

C: x / x

C: 2.40

S: 54/10.6

S: 24/4.7

S: 2.34

T: 5 / 9.4

T: 1 / 1.9

T: 2.51

S: 124/24.3 S: 193/38.8 S: 116/22.7

3) Students would be more excited about learning and education in general if EVWs were used in the classroom.

T: 4 / 7.5

4) Students using an EVW would learn educational content more effectively than a traditional (textbook, lecture etcâ&#x20AC;Ś) classroom setting.

5) Students using an EVW would help become more technically adept as well as build teamwork, leadership, and communication skills.

Total/Percentage Mean (subscore):

T: 25 / 47.2 T: 18 / 34.0

A: x/x

A: x/x

A: x/x

A: x/x

A: x/x

A: 2.0

C: x / x

C: x / x

C: x / x

C: x / x

C: x / x

C: 2.00

S: 78/15.3

S: 25/4.9

S: 2.57

S: 100/19.6 S: 146/29.6 S: 162/31.7 T: 2 / 3.7

T: 8 / 15.1

T: 30 / 56.6

T: 9 / 17.0

T: 4 / 7.5

T: 3.09

A: x/x

A: x/x

A: x/x

A: x/x

A: x/x

A: 3.0

C: x / x

C: x / x

C: x / x

C: x / x

C: x / x

C: 3.20

S: 99/19.4

S: 153/29.9 S: 151/29.5

S: 76/14.9

S: 32/6.3

S: 2.59

T: 4 / 7.7

T: 18 / 29.9 T: 23 / 34.6

T: 5 / 9.6

T: 2 / 3.8

T: 2.67

A: x/x

A: x/x

A: x/x

A: x/x

A: x/x

A: 3.5

C: x / x

C: x / x

C: x / x

C: x / x

C: x / x

C: 2.80

S:563/22.04 S:889/34.79 S:647/25.32 S:329/12.88 S:127/4.97

(S: 2.44)

T: 94/35.60 T:109/41.29 T: 30/11.36 T: 14/5.30

(T: 2.73)

T: 17/6.44 A: x/x

A: x/x

A: x/x

A: x/x

A: x/x

(A: 3.1)

C: 1 / 4.0

C: 12 / 48.0

C: 9 / 36.0

C: 3 / 12.0

C: 0 / 0.0

(C: 2.56)

Weighted mean of all sub groups surveyed: 2.71 Strongly agree = 1, Agree = 2, Unsure = 3, Disagree =4, Strongly Disagree = 5 Some responses have been marked as an "x" in place of actual data in order to protect participant anonymity.

Question wording has been modified to apply to all subgroups. Please reference Appendix C to view the exact wording used on surveys.

100

Table 50: Concerns by Sub Group

Concerns by Sub Group Concerns: "EVW" refers to Educational Virtual Worlds, participants understood this to be an educational MMO game.

Marked Class: # / %

Unmarked Class: # / %

1) Lack in technical expertise amongst teachers/students.

S: 113 / 22.1 T: 26 / 49.1 A: x/x C: 0 / 00.0

S: 398 / 77.9 T: 27 / 51.9 A: x/x C: 5 / 100.0

S: 215 / 42.1 T: 30 / 56.6 A: x/x C: 3 / 60.0 S: 46 / 9.0 T: 10 / 18.9 A: x/x C: 1 / 20.0 S: 186 / 36.4 T: 27 / 50.9 A: x/x C: 2 / 40.0 S: 649 / 25.4 T: 123 / 46.4 A: 8 / 80.0 C: 7 / 28.0

S: 296 / 57.9 T: 23 / 44.4 A: x/x C: 2 / 40.0 S: 465 / 91.0 T: 43 / 82.1 A: x/x C: 4 / 80.0 S: 325 / 63.6 T: 26 / 50.1 A: x/x C: 3 / 60.0 S: 1906 / 74.6 T: 142 / 54.6 A: 2 / 20.0 C: 18 / 72.0

2) Data excluded. Question was not similar between sub groups.

3) EVWs might not teach what is needed.

4) EVWs could be sexist, violent, or contain other inappropriate themes.

5) EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

Totals:

Some responses have been marked as an "x" in place of actual data in order to protect participant anonymity.

The wording of concerns 1 and 3 have been modified to apply to all subgroups. Please reference Appendix C to view the exact wording used on surveys.

Table 51: Sub Group Data by Surveys Given

Sub Group Data by Surveys Given (Sub Group: # / %) Student: 511 / 89.49

Teacher: 53 / 9.28

Administrator: 2 / 0.35

101

Counselor: 5 / 0.88

CHAPTER V

INTERPRETATION OF DATA, CONCLUSIONS, AND RECOMMENDATIONS

Introduction Student activities outside of the classroom have drastically changed from even just 10 years ago. Yet the traditional classroom setting has changed little in the past 500 years.

Today's students are immersed in technology. Much of this technology is highly engaging and centered around social experiences (online video games, Facebook, Instagram etc...). It is little wonder many students no longer want to sit quietly in classrooms, reading textbooks, and filling out worksheets. Recent research and several educational experts have lauded the benefits/potential of using Massive Multiplayer Online Role Playing Games (MMORPG, MMOP, or MMO) in an educational setting. However, despite recent research and claims made by experts, the researcher has found an extremely limited number of incidences where public schools are utilizing MMO games as an educational medium.

The purpose of this study is to understand: What factors may prevent or hinder MMO games from being used more widely in public education as perceived by administrators, teachers, counselors, and students at Foothill High School in Shasta County, California?

102

Interpretation of Data The following interpretation of data is based off survey results from 511 students, 53 teachers, two administrators, and five guidance counselors. The data presented involves the perceptions of those surveyed in regards to the befits and difficulties of using MMO games as an educational medium within a public school setting. Data presented represents survey results conducted at Foothill High School in Palo Cedro California, more information about this school can be found in chapter III on page number 53. The surveys used to gather data can be seen in appendix C, raw student data can be seen in appendix E, and raw teacher data can be seen in appendix F. Chapter IV presents this data in various charts, an index of these charts can be found in appendix I. The following is a interpretation of data from survey responses divided by sub group and followed by an overview of data from all groups.

Student Data A broad overview of student survey data reveals a total mean score of 2.44. Data suggest students have a generally favorable view towards using an MMO video game for educational purposes, within a public school setting. Only 14% (10.2 Disagree, 3.7 Strongly Disagree) of students said they would not be willing to register for a class that used an MMO game as a learning medium. Students responded with 63% (38.8 Agree, 24.3 Strongly Agree) saying an MMO video game, used in school, would make them more excited about learning. When asked 103

about completing extra work 57% of students (33.9 Agree, 22.7 Strongly Agree) said they would be more likely to do so if an MMO game was the educational medium. Students indicated more reservation with a mean score of 2.57 regarding the question of an educational MMO being more academically effective than traditional education. With a mean score of 2.59 students indicated the most apprehension in regards to an educational MMO teaching "21st Century skills". With these reservations noted, "Agree" (889) was the most commonly marked response to four of the five questions. "Unsure"(647) was the second most common response followed by "Strongly Agree" (563). The least common response was "Strongly Disagree" (127) which had less than half the responses of the second least common response "Disagree" (329). This overview of student survey data suggest many students would be open minded and even enthusiastic to participate in a educational MMO within an public school setting. While student willingness to participate in a MMO educational game is high, data also suggest students are somewhat apprehensive concerning academic and life skill benefits provided by this type of educational medium.

The overview of student data regarding areas of concern, indicates far more unmarked than marked concerns. However, the large number of unmarked response does not necessarily indicate dismissal of concerns students have in regards to the use of MMO games within public education. The researcher has already noted that participation for this part of the survey may have been lower than desired as a result of what could be low intrinsic motivation. The 104

researcher has also stated these areas of concern were not audible read to participants as were other portions of the survey. The concerns of MMO games lacking quality academic content and MMO games leading to a sedentary lifestyle were marked most frequently amongst the student subgroup. These concerns indicate that many students are concerned for both their academic (42.1%) and physical (36.4%) well being. Students may show apprehension towards using MMO games being used in public education if academic and health concerns are not adequately addressed. This data indicates that at least 22.1% may be intimidated by the use of MMO technology while another 17.4% would be apprehensive towards its quality as an educational medium. The data suggest that 40% is likely a conservative number of students who would have at least some concerns regarding the implementation and use of educational MMO game within a public school setting. The area that received the lowest amount of concern from students was regarding inappropriate content that may be found in this type of educational medium (9.0%).

Student may trust educators to ensure content is made appropriate. Similarly, students may have chosen to not mark inappropriate content as a concern due to what they are exposed to on a regular basis outside of academic settings. This overview of data indicates that if an MMO educational game was implemented in public schools many students may be apprehensive until academic, health, and technical concerns are adequately address.

When student data is categorized by biographical information, several trends seem to emerge. Younger students appear to view the use of an MMO game within a public school 105

setting more favorable. Freshmen surveyed were more willing to attend an MMO based class (72%), they were also the least likely class to express concern over academic content (17.1%).

In every survey question asked males had more favorable responses towards the use of MMO games than did females. Males indicated more concern that an educational MMO video game would have low quality but indicated less concerned than females in every other area. The more a student played video games at home directly corresponded to a more favorable disposition towards using MMO games in an educational setting. Likewise those who played more video games at home, in general, indicated fewer concerns about their use in an academic setting. The exception to this would be those who played more video games at home were more concerned about the quality of an educational MMO video game. Students, who reportedly spent no time on homework, had a slightly more favorable view of using an MMO game in an educational setting. Beyond this, the amount of time students spent on homework appeared to have a fairly negligible effect, either favorably or unfavorably, towards the use of an MMO games in public education. However, the amount of time students spent on homework directly correlated to concerns. Students spending no time on homework expressed concerns the fewest amount of times (18.6%) while students who spent 10 or more hours on homework per week expressed the greatest (36%). Students who had prior MMO experience marked "Strongly Agree" more frequently than any other response for all questions. With a total mean score of 2.07 this group indicated the most polarized response of any categorized group (student or otherwise). Students 106

with prior MMO experience also indicated less concern than those without experience in all areas except the one dealing with the quality of an educational MMO. Data, categorized by biographical information, suggest young male students with MMO gaming experience are the most likely to be supportive of an educational MMO video game, while older female students without prior MMO gaming experience are the least likely to be supportive.

Teacher Data A broad overview of teacher survey data reveals a total mean score of 2.73. Data suggest teachers perceive students as having a generally favorable inclination towards using MMO video games for educational purposes, within a public school setting. Teachers responded with 54.7% (47.2 Agree, 7.5 Strongly Agree) saying an MMO video game used in school would cause students to be more excited about learning. When asked about completing extra work 50.9% of teachers (41.5 Agree, 9.4 Strongly Agree) said students would be more likely to do so if an MMO game was the educational medium. However, teachers were less likely to agree that students would learn educational content, technical, or life skills from the use of an MMO educational game. Teachers had a mean score of 3.09 regarding the question of an educational MMO being more academically effective than traditional education. Teachers also indicated more apprehension in regards to an educational MMO teaching "21st Century skills" giving it a mean score of 2.67. According to survey data teachers were more likely to be willing to 107

teach/facilitate a MMO based class (44.4%) than would not be willing (24.5%) while 32.1% remained unsure. Amongst teachers, "Unsure" (103) was the most commonly marked response.

However , "agree" (94) the second most overall marked response, was the most marked response in three of the five question categories. The least commonly remarked responses were "Strongly Disagree" (14) and "Strongly Agree" (17) which when combined were roughly equivalent to the number of responses marked "Disagree" (30). This overview of teacher survey data suggest many teachers would be willing to teach or facilitate a class using a educational MMO and believe students would respond positively to an educational MMO within an public school setting. Data also suggest teachers are apprehensive concerning academic and life skill benefits provided by this type of educational medium.

The overview of teacher data indicates there are a significant number of teachers concerned about the implementation of an educational MMO within a public school setting. The area that received the lowest amount of concern from teachers was in regards to inappropriate content that may be found in this type of educational medium (18.9%). In the other four categories listed approximately 50% of teachers surveyed acknowledge the area as a concern.

This overview of data suggest that if an MMO educational game was implemented in public schools many teachers would be resistant until cost/benefit, academic, health, and technical concerns were adequately address.

When teacher data is categorized by biographical information, several trends seem to 108

emerge. The total mean score for male (2.74) and female (2.76) teachers was very similar for survey question responses. However, data suggests male teachers are more willing (42.9%) than female teachers (28.6%) to try and teach/facilitate an educational MMO class. Male teachers indicated fewer concerns (42.9%) than female teachers (53.3%). Years of teaching experience did not seem to negatively or positively affect a teachers view of an educational MMO. Teachers with more experience expressed less concern about the use of an educational MMO, one teacher shared "this [educational use of an MMO game] will never be common place in my lifetime" perceptions along these lines may result in more senior teachers expressing less concern. The total mean score of teachers with an inclination towards administration was very similar (2.60) to teachers who had no interest in become administrators (2.72). The total mean score of teachers who had prior MMO experience was also very similar (2.75) when compared to those who had none (2.84). However, teachers with MMO experience did express fewer concerns (20.7%) than teachers who had none (31.8)%. Teacher survey data implies, gender, years of teaching experience, inclination towards administration, and prior MMO experience are unclear indicators in regards to how a teacher will view the educational use of an MMO game. Data suggest that personal preference is the most clear indicator regarding a teachers favorable or unfavorable disposition towards the use of an educational MMO game within a public school setting.

109

Administrator Data The total mean for administrative survey question data was 3.10, suggesting administrators are unsure regarding the benefits/drawbacks of an MMO educational game. Administrators expressed higher concerns than any other sub group regarding the use of MMO video games within a public school setting. Due to the small number of administrator surveys biographical data was not closely analyzed in the administrator sub group. Data suggest administrators view an educational MMO game as something that would be well received by students, but administrators are unsure as to their actual academic value. Data suggest that until an educational MMO game can prove some sort of academic value, as well as adequately address key concerns, administrators will be unlikely to support implementation of classes using MMO games as an educational medium.

Counselor Data Counselor survey data reveals a total mean score of 2.56. Data suggest counselors recognize various benefits that an educational MMO video games may have when used within a public school setting. Counselors agreed (80.0%) that some students would benefit by enrolling in a class that used MMO games as an educational medium. Counselors also agreed (60.0%) that students would be more willing to complete extra class work and be more excited about education in general if an educational MMO was used in the classroom. Counselors had a mean 110

score of 3.20 being unsure if an MMO game would be more academically effective than traditional education. Counselors were also unsure about an educational MMO teaching "21st Century skills" giving the question a mean score of 2.80. Amongst counselors, "Agree" (12) was the most commonly marked response follow by "Unsure" (9). The other responses received few "Strongly Agree" (1), "Disagree" (3), or no responses "Strongly Disagree" (0). This overview of counselor survey data suggest counselors would be willing recommend the use of an educational MMO video game within a public school setting in some situations. The data suggest counselors believe students would react positively towards this type of educational medium. Finally, data suggest counselors are unsure in regards to an educational MMO games academic effectiveness or ability to teach 21st Century skills.

The overview of data suggest that counselors indicate few concerns with the educational use of an MMO game in a public school setting. The only concern the majority of counselors had (60%) was in regards to an MMO game teaching students what they need to know. This overview of data suggest that if an MMO game was proven to be academically effective counselors may show support for their inclusion within a public school setting.

Overview of All Data A comparison of data from all sub groups indicates several commonly held perspectives.

All four sub groups perceive an educational MMO games as something that would received a 111

favorable response from students. Likewise all four sub groups indicated reservations about the academic value of using MMO games as an educational medium. A weighted total mean of 2.71 for all subgroups suggest that those surveyed are unsure regarding the benefits and drawbacks of using a educational MMO within a public school setting.

Conclusions After completing the literature review it seems apparent that due to its derivation from new/emerging technology there is limited research available regarding the educational use of MMO games. However, the researcher found various studies either suggesting or reporting gains in achievement using MMO games as educational tools, many of these gains were significant.

The researcher was unable to find a single study in which achievement was not shown to improve with the educational use of an MMO game. Other than the cases mentioned within the literature review the researcher was unable to find occurrences of an MMO game being used for educational purposes within a public school setting. The researcher has concluded that there are a great many "unknowns" regarding the educational use of an MMO video game within a public school setting, apart from continued research any major conclusions may be premature.

However, based on the review of literature and survey data the researcher has come to several tentative conclusions.

112

Conclusions Regarding Student Data 1. Freshmen (younger) students will be more likely to try an educational MMO class.

2. Freshmen (younger) students will be less likely to become frustrated with game quality (academic or otherwise).

3. Upper classman (Juniors and Seniors) are much more apprehensive towards using MMO games as an educational medium. These students fear MMO games used in the classroom would have poor academic quality.

4. Students perceive the use of MMO games as an educational medium to be something that would increase their interest in education.

5. A high percentage of students who have never played MMO games would still be willing to enroll in a class that used a MMO game as an educational medium.

6. Male students, and students who play video games regularly, will likely posses a higher than average desire to enroll/participate in an educational MMO based class.

7. Male students and students who play video games regularly are concerned about the quality of an educational MMO game. These students fear it would not compare to what they are playing in their personal time.

8. Students with prior MMO experience are likely to have a strongly positive view towards using MMO games as an educational medium. These students are also likely to believe MMO games have a strong academic value.

9. Students are not concerned about inappropriate content appearing within an educational MMO game.

10. Students are concerned about academic quality of MMO games and how using an MMO game for education could affect student health.

Conclusions Regarding Teacher Data 1. Many teachers would be willing to facilitate the use of MMO games inside their classrooms, likely enough to make integration into public education feasible.

2. Male teachers will likely be more willing to use MMO games as an educational medium inside their classroom.

113

3. Male teachers are less likely to have concerns regarding the use of MMO games within public education.

4. Teacher support for using MMO games as an educational medium is based on personal preference.

5. Many teachers view the educational use of MMO games as something that would increase a student's desire to participate in education.

6. Many teachers are concerned that using MMO games as an educational medium would result in students not learning what they need to know.

7. Many teachers are concerned about the cost and technical requirements that may be involved with the use of MMO games within public education.

Conclusions Regarding Administrator Data 1. Administrators are unlikely to help implement the use of MMO games within a public school setting until there are proven academic benefits.

2. Administrators recognize that the use of MMO games as an educational medium may have the potential to increase student performance and desire to participate in academics.

3. Administrators perceive the possible benefits of using MMO games in public education as being outweighed by the drawbacks of implementation.

4. Administrators concerns regarding financial viability, academic sustenance, student health etc... etc... will all need to be adequately address before administrators would considered implementation of an MMO game within a public school setting.

Conclusions Regarding Counselor Data 1. Many counselors would encourage a student, in some situations, to enroll in a MMO based class.

2. Counselors view the educational use of MMO games as something that could increase a student's performance and desire to participate in academics.

114

3. Counselors are likely to express fewer concerns than teachers or administrators regarding the use of an MMO game within a public school setting.

4. Counselors are concerned about educational use of an MMO game not meeting the academic needs of a student.

General Conclusions 1. The majority of those involved in public education, students and staff, perceive the educational use of MMO games as having the potential to increase student performance (56% - agree/strongly agree)6 and interest in academics (61% agree/strongly agree)7.

2. The majority of those involved in public education, students and staff, are unsure or perceive the educational use of MMO games as having questionable academic value (55% - unsure/disagree/strongly disagree)8.

Recommendations After reviewing literature, interpreting survey data, and reaching various conclusions the researcher has several recommendations. The research would emphasis that these recommendations are largely tentative on the findings of future research and development. The researcher will make several general recommendations followed by more specific recommendations for the survey site. The researcher will also make recommendations for future research and development. It should be noted that these recommendation are meant to provide a general course of action in regards to the integration of MMO games into a public school setting.

6

Survey question 2 data suggest Survey question 3 data suggest 8 Survey question 4 data suggest 7

115

These recommendations are not meant to address specific problems. Recommendations are given with an understanding that it may take decades of research and development before MMO games reach a state of preparedness that would enable full integration into public education.

General Recommendations 1. The researcher recommends educators actively pursue further research and development of an educational MMO. 2. The researcher recommends educators begin taking steps now to address the concerns, problems, challenges, and difficulties that may be present with the educational use of MMO games.

3. The researcher recommends educators maintain an openness towards the future use of MMO technology within a classroom setting.

4. The researcher recommends educators consider the educational use of MMO games as a unique, dynamic, and powerful tool by which to meet the needs of 21st Century students.

5. The researcher does not recommend wide use MMO technology in a general classroom setting (core curriculum) until future research and development have reduced/illuminated various academic, technological, and safety concerns.

Recommendations for the Survey Site 1. The researcher recommends the research site consider using the WoWinSchool program to reach the needs of at risk students.

2. The researcher recommends staff maintain an open minded approach to using MMO games for educational purposes. However, if MMO games are used it may be wise to use them in very limited and specific situations until future research and development warrants broader implementation.

116

3. The researcher does not recommend the use MMO technology in a general classroom setting (core curriculum) until future research and development has lessened and/or eliminated concerns shared by staff.

4. The researcher does not recommend the use MMO technology in a general classroom setting until key staff positions (Teachers, Administrators, and Counselors) are fully supportive of integration in a way that will help ensure program success.

Recommendations for Future Research/Development 1. The researcher recommends future research and development focus on substantiating the academic benefits of using MMO games as an educational medium.

2. The researcher recommends future research and development be done in such a way that mental and physical health related concerns are recognized and adequately address.

3. The researcher recommends the development of a educational MMO involve collaboration between textbook manufactures (i.e. Houghton Mifflin, McGraw-Hill, Pearson Merrill Prentice Hall etc...) to provide academic content. Professional gaming studios (i.e. Blizzard Entertainment, NCsoft, Bioware etc...) to provide game content. As well as educators who could provide direction as to how a MMO game could best be used in a way that promotes learning/development inside a public classroom setting.

4. The researcher does not recommend using a poorly developed MMO games or poorly planned use of MMO games as a means for research. Such use of MMO games in research may lead to unreliable data and will likely be a poor representation of the mediums potential.

5. Should future research findings be consistent with the currently available data supporting the educational use of MMO games as highly effective in meeting student needs (specific to the 21st Century). The researcher recommends these findings be more aggressively shared to raise awareness of the medium within the 117

educational community.

Final Thoughts In closing it seems apparent that MMO games will eventually be more widely used in public education. The appropriate question to ask then is not "if" but rather "when", "to what extent", and "to what effect"? The answer to these questions will largely depend on the way educational MMO games are developed and the care that is taken to address potential problem areas. One of the largest hurdles to integration may be a lack of funding to develop the medium.

Without adequate funding the academic potential (inherent to MMO games as claimed by educational experts) may never be realized. If there is a lack of funding to develop the medium it may stem from a cultural perspective that gaming is not educational. However, this cultural perception will likely fade as a generation of "gamers" grows up. A generation that will surely have little problem finding and exploiting the education potential of video games. The real questions seems to be then: How quickly will the older generation be able to perceive and meet the needs of the younger generation? The answer to this question will likely dictate how quickly MMO games are able to achieve their academic potential and overcome barriers preventing their use within public education.

118

SOURCES

AMANet.org (2013) 21st Century Skills: Collaboration. (n.d.). Retrieved March 15, 2013, from http://www.amanet.org/training/21st-Century-skills/collaboration.aspx Anderson, B. (2010). MMORPGs in Support of Learning: Current and Trends of Future Uses.

University of Northern Arizona.

ATC21s.org (2013) Assessment & Teaching of 21st-Century Skills. (n.d.). Retrieved April 23, 2013, from http://atc21s.org/ Atlantis Remixed. (2013) (n.d.). Retrieved March 14, 2013, from http://atlantisremixed.org/ Arici, A. (2008). Meeting kids at their own game: A comparison of learning and engagement in traditional and 3D MUVE educational gaming contexts. Doctoral dissertation, Indiana University.

Barab, S. A., Pettyjohn, P., Gresalfi, M., Volk, C., & Solomou, M. (2012). Game-based curriculum and transformational play: Designing to meaningfully positioning person, content, and context.

Computers & Education, 5, 518-533 Barab, S. A., Gresalfi, M., & Arici, A. (2009). Why educators should care about games. Educational Leadership 67(1), pp. 76-80.

Barab, S. A., Scott, B., Siyahhan, S. Goldstone, R., Ingram-Goble, A., Zuiker, S., & Warren, S. (2009). Transformational play as a curricular scaffold: Using videogames to support science education. Journal of Science Education and Technology.

Battle.net (2013) Parental Controls - Battle.net. (n.d.). Retrieved March 17, 2013, from https://us.battle.net/account/parental-controls/index.html Bowers, C., Smith P., Cannon-Bowers, J. (2009) Social Psychology and Massively Multiplayer Online Learning Games. University of Central Florida, USA: IGI Global Brown, S.B., & Thomas, D (2006) Wired 14.04: You Play World of Warcraft? Youâ&#x20AC;&#x2122;re Hired! (n.d.).

Retrieved April 15, 2013, from http://www.wired.com/wired/archive/14.04/learn.html Canada.com (2013) Use video games as teaching tools: researchers. (n.d.). Retrieved August 9, 2013, from http://www.canada.com/saskatoonstarphoenix/news/local/story.html?id=4ecde556-0b894219-9fa2-c16e9045089c Census.Gov. (2012) Facts for Features &mdash; Back to School: 2011-2012 - Facts for Features & Special Editions - Newsroom - U.S. Census Bureau. (n.d.). Retrieved March 15, 2013, from http://www.census.gov/newsroom/releases/archives/facts_for_features_special_editions/cb11ff15.html 119

De Freitas, S., & Griffiths, M. (2009) Massively Multiplayer Online Role-Playing Games for Learning. University of Coventry, UK: Nottingham Trent University, UK: IGI Global.

Delwiche, A. (2006). Massively Multiplayer Online Games (MMOs) in the New Media Classroom.

Educational Technology & Society, 9(3), 160â&#x20AC;&#x201C;172 Desai, R.A., Krishnan-Sarin, S., Cavallo, D., Potenza M. N. (2010) Pathological video game use among youth 8 to 18: A national study Video-Gaming Among High School Students: Health Correlates, Gender Differences, and Problematic Gaming. Pediatrics. Retrieved March 16, 2013, from http://pediatrics.aappublications.org/content/early/2010/11/15/peds.20092706.full.pdf+html Digitaltrends.com. (2011) 91 Percent of Kids Play Video Games, Says Study. (n.d.). Retrived January 15, 2014, from http://www.digitaltrends.com/mobile/91-percent-of-kids-play-video-games-saysstudy Dimi, B. (2013) Kids and Online Threats. (n.d.). Retrieved August 5, 2013, from http://www.bitdefender.com/media/materials/white-papers/en/Bitdefender-CaseStudy-Kids.pdf Dunn, J. (2012) 4 Ways To Use Massively Multiplayer Online Games In The Classroom | Edudemic. (n.d.). Retrieved March 4, 2013, from http://edudemic.com/2012/02/mmorpg-classroom/ ED.gov. (2013) U.S. Department of Education Budget Office. (n.d.). Retrieved March 17, 2013, from http://www2.ed.gov/about/overview/budget/index.html?src=ct Edtechreview.in. (2011) Education Technology Leaving Teachers Behind. (n.d.). Retrieved January 14, 2014 from http://edtechreview.in/news/news/trends-insights/trends/39-education-technologyleaving-teachers-behind Galagan, P. (2009) Slash, Burn, and Learn. Retrieved March 15, 2013, from http://www.astd.org/Publications/Magazines/TD/TD-Archive/2009/05/Slash-Burn-and-Learn Galarneau, L., & Zibit, M. (2009) Online Games for 21st Century Skills. Univerisyt of Waikato, New Zealand: Boston College, USA: IGI Global.

GameRevolutoin.com (2013) The Most Addicting Games Of The Past Decade. (n.d.). Retrieved August 5, 2013, from http://www.gamerevolution.com/features/the-most-addicting-games-ofthe-past-decade Gates, B., & Gates, M (2011) Gates Foundation Announces Portfolio of Innovative Grants to Develop New Teaching and Learning Tools that Support Teachers and Help Students | Bill & Melinda Gates Foundation. (n.d.). Retrieved March 14, 2013, from http://www.gatesfoundation.org/Media-Center/Press-Releases/2011/04/Gates-FoundationAnnounces-Portfolio-of-Innovative-Grants-to-Develop-New-Teaching-and-Learning-Tools-thatSupport-Teachers-and-Help-Students 120

Gaudiosi, J. (2012) New Reports Forecast Global Video Game Industry Will Reach $82 Billion By 2017 - Forbes. Retrieved March 17, 2013, from http://www.forbes.com/sites/johngaudiosi/2012/07/18/new-reports-forecasts-global-video-gameindustry-will-reach-82-billion-by-2017/ Glasser, W (1992) The Quality School Curriculum. KALEIDOSCOPE: Readings in Education 11th edition, Houghton Mifflin Company.

Health.am (2010) Kids everywhere too sedentary: study - Children’s Health - American Medical Network. (n.d.). Retrieved March 17, 2013, from http://www.health.am/ab/more/kidseverywhere-too-sedentary/ High-schools.com (2013) Foothill High School. (n.d.). Retrieved October 12, 2013, from http://highschools.com/schools/15988/foothill-high-school.html Hsu, J. (2008) World of Warcraft Video Game Succeeds in School | LiveScience. (n.d.). Retrieved March 14, 2013, from http://www.livescience.com/5109-world-warcraft-video-game-succeedsschool.html Jones, K. (2012) What Is The Purpose Of Education? - Forbes. Retrieved March 15, 2013, from http://www.forbes.com/sites/sap/2012/08/15/what-is-the-purpose-of-education/ Kelly, R.V. (2004). Massive Multiplayer Online Role-Playing Games. McFarland and Company.

King, E. (2011). Practicing 21st Century Workplace Skills in the Great Indoors. University of Wisconsin-Madison.

LATimes.com (2012) Star Wars: The Old Republic -- the costliest game of all time? - latimes.com. (n.d.). Retrieved March 17, 2013, from http://latimesblogs.latimes.com/entertainmentnewsbuzz/2012/01/star-wars-old-republic-cost.html Marketwatch (2012) Electronic Arts’ Riccitiello aims high. (n.d.). Retrieved March 17, 2013, from http://www.marketwatch.com/story/electronic-arts-riccitiello-aims-high-2012-0117?pagenumber=2 McGonigal, J. (2011) Reality is Broken: Why Games Make Us Better and How They Can Change the World. The Penguin Press McLintock, P. (2012) Video games as addictive as gambling: study - ABC News (Australian Broadcasting Corporation). (n.d.).

Retrieved April 23, 2013, from http://www.abc.net.au/news/2012-11-25/gaming-as-addictive-as-gambling/4390920 MIT.edu (2012) MIT’s Education Arcade Uses Online Gaming to Teach Science | MIT STEP. (n.d.).

Retrieved March 17, 2013, from http://education.mit.edu/blogs/louisa/2012/pressrelease

121

MOTTNPCH.org. (2012) University of Michigan Health System C.S. Mott Children’s Hospital.

National Poll on Children’s Health Volume 16 Issue 3. Retrieved March 15, 2013, from http://mottnpch.org/sites/default/files/documents/082012Top10report.pdf MPAA.org (2013) Theater Market Statistics 2012. (n.d.). Retrieved August 8, 2013, from http://www.mpaa.org/Resources/3037b7a4-58a2-4109-8012-58fca3abdf1b.pdf NASA.gov (2008) Goddard Tech Transfer News: WINTER 2008. (n.d.). Retrieved April 22, 2013, from http://techtransfer.gsfc.nasa.gov/newsletter/winter_08.htm#top NASA.gov (2013) NASA Goddard’s MMO Game. (n.d.). Retrieved March 14, 2013, from http://ipp.gsfc.nasa.gov/mmo/ NCTE.org. (2013) The NCTE Definition of 21st Century Literacies. (n.d.). Retrieved April 24, 2013, from http://www.ncte.org/positions/statements/21stcentdefinition NYTimes.com (2011) Star Wars - The Old Republic vs. World of Warcraft Online - NYTimes.com. (n.d.). Retrieved March 17, 2013, from http://www.nytimes.com/2011/12/19/arts/videogames/star-wars-the-old-republic-vs-world-of-warcraft-online.html?pagewanted=2&_r=0 Oliver, M. (2009) Playing roles in the MMORPG Kingdom of Loathing. London Knowledge lab, Institute of Education, UK: IGI Global Pink D.H. (2006 ) A Whole New Mind: Why Right-Brainers Will Rule the Future. Amazon.com: Books. Retrieved March 15, 2013, from http://www.amazon.com/Whole-New-Mind-RightBrainers-Future/dp/1594481717#reader_1594481717 Rice, J. (2007) Educational Games Research: Engaged to Learn? Study Shows MMORPGs Rule.

Retrieved March 15, 2013, from http://edugamesresearch.com/blog/2007/10/25/engaged-tolearn-study-shows-mmorpgs-rule/ Rosen, L. (2010). Rewired: Understanding The Igeneration and The Way They Learn. Palgrave Macmillan Sabella, R.A. (2008) Negative Potential of Video Games | Education.com. (n.d.). Retrieved March 18, 2013, from http://www.education.com/reference/article/negative-potential-video-games/ School-ratings.com (2013) California School Ratings. (n.d.). Retrieved October 12, 2013, from http://school-ratings.com/school_details/45701364530044.html Schrader, P.G., Lawless, K.A., McCreery, M. (2009) Intertextuality in Massively Multi-player Online Games. University of Nevada, Las Vegas, USA: University of Illinois, Chicago, USA: IGI Global.

Seriosity.com (2010) Seriosity - Providing Innovative Information Overload Solutions. (n.d.).

Retrieved March 15, 2013, from http://www.seriosity.com/leadership.html 122

Smithsonianmag.com (2011). Jane McGonigal on How Computer Games Make You Smarter. (n.d.).

Retrieved December 18, 2013, from http://www.smithsonianmag.com/science-nature/InterviewJane-McGonigal-Computer-Game-Developer.html Smyth, J. M. (2007). Beyond self-selection in video game play: An experimental examination of the consequences of massively multiplayer online role-playing game play. CyberPsychology & Behavior, 10(5), 717-721.

Steinkuehler, C. (2007). Massively multiplayer online gaming as a constellation of literacy practices.

In B. E. Shelton & D. Wiley (Eds.), The Design and Use of Simulation Computer Games in Education (pp. 187-212). Rotterdam, The Netherlands: Sense Publishers.

Steinkuehler, C. (2008). Massively Multiplayer Online Games as an Educational Technology: An Outline for Research. Educational Technology, 48(1), 10â&#x20AC;&#x201C;21.

Steinkuehler, C. (2013) (n.d.). Retrieved March 12, 2013, from http://website.education.wisc.edu/steinkuehler/blog/ Suh, S. Kim, S. Kim, N (2010). Effectiveness of MMORPG-based instruction in elementary English education in Korea. Journal of Computer Assisted Learning 26, 370â&#x20AC;&#x201C;378 Syracuse University (2007). Online Multiplayer Video Games Create Greater Negative Consequences, Elicit Greater Enjoyment than Traditional Ones. ScienceDaily. Retrieved April 21, 2013, from http://www.sciencedaily.com /releases/2007/10/071019174410.htm Ted.com (2010) Jane McGonigal: Gaming can make a better world. (n.d.). Retrieved December 18, 2013, from http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html TheGlobeAndMail.com (2013) The upside of teens playing video games for hours. (n.d.). The Globe and Mail. Retrieved August 5, 2013, from http://www.theglobeandmail.com/news/britishcolumbia/the-upside-of-teens-playing-video-games-for-hours/article12356196/ UN.org (2003) LITERACY PREREQUISITE FOR REACHING GLOBAL ANTI-POVERTY GOALS SAYS SECRETARY-GENERAL IN LITERACY DAY MESSAGE. (n.d.). Retrieved March 14, 2013, from http://www.un.org/News/Press/docs/2003/sgsm8849.doc.htm USNews.com (2011) Cyber Bullying Growing More Malicious, Experts Say - High School Notes. (n.d.). Retrieved March 18, 2013, from http://www.usnews.com/education/blogs/high-schoolnotes/2011/06/03/cyber-bullying-growing-more-malicious-experts-say USNews.com (2013) Foothill High Overview. (n.d.). Retrieved October 12, 2013, from http://www.usnews.com/education/best-high-schools/california/districts/shasta-unionhigh/foothill-high-3429

123

VanFossen, P.J., Friedman, A., Hartshorne, R. (2009) The Role of MMORPGs in Social Studies Education. Purdue university, USA: Wake Forest University, USA: University of North Carolina at Charlotte, USA: IGI Global.

Video-game-addiction.org (2013) Most Addictive Video Games. (n.d.). Retrieved April 23, 2013, from http://www.video-game-addiction.org/most-addictive-video-games.html Video-game-addictions.com (2013) Most Addictive Types of Video Games - Video Game Addictions. (n.d.). Retrieved April 23, 2013, from http://www.video-game-addictions.com/mostaddictive-types-of-video-games.html Wagner, Mark (2008). Massively Multiplayer Online Role-Playing Games As Constructivist Learning Environments in K-12 Education: A Delphi Study. Walden University, Minneapolis, USA. Wikipedia.org (2013) List of Massively Multiplayer Online Role-Playing Games. (n.d.). Retrieved Aug 23, 2013, from http://en.wikipedia.org/wiki/List_of_massively_multiplayer_online_roleplaying_games

Wodding, D. (2007) Computer games | Kids | Games damaging kids ability to read | The Sun |News. (n.d.). Retrieved April 24, 2013, from http://www.thesun.co.uk/sol/homepage/news/521951/Computer-games-Kids-Games-damagingkids-ability-to-read.html Wordpress.com (2007) IBM & Seriosity Thinks World of Warcraft Doubles as Corporate Incubator | a kugel. Retrieved March 15, 2013, from http://akugel.wordpress.com/2007/07/02/ibm-seriositythinks-world-of-warcraft-doubles-as-corporate-incubator/ WoWinSchool.PBworks.com (2013) WoWinSchool / FrontPage. (n.d.). Retrieved April 23, 2013, from http://wowinschool.pbworks.com/w/page/5268731/FrontPage Yee, N. (2006). The demographics, motivations and derived experiences of users of massivelymultiuser online graphical environments. PRESENCE: Teleoperators and Virtual Environments 15, 309-329.

124

APPENDIX A

Survey Drafts

Once the researcher completed the review of literature it was determined to use a survey in order to obtain information regarding the research question. It was determined that the survey would only be one page long and contain approximately 10 questions as well as biographic information. To accomplish all that was needed the researcher developed a survey that was broken down into four sections: introduction, Biographic information, five survey questions, and areas of concern (five listed concerns and an area to hand write other areas of concern).

The survey drafts in this appendix were not given to any participants in the research they were used only as a framework to develop future surveys. There were several versions and iterations of these survey drafts in various forms, the drafts presented in this appendix reflect an early copy of the draft surveys.

125

A1: Student Survey Draft

The purpose of this survey is to determine if students believe an educational virtual world (EVW) in which they interact with other students to complete learning objectives would be an effective educational tool. This type of educational tool would reflect qualities found in commercial games know as massive multiplayer online role playing games (MMORPG’s or MMO’s) such as World of Warcraft (WoW), Everquest, Star Wars the Old Republic (SWTOR) etc…

Biographic information: Grade Level: ______________ Gender: M F Hours spent playing video games each week? < 1hr 1-2 hrs 3-5 hrs 6-9hrs >10hrs Hours spent on homework each week? < 1hr 1-2 hrs 3-5 hrs 6-9hrs >10hrs Have you played a MMO video game before?

Yes No Unsure Survey Questions: (circle one) 1) I would be willing to attend classes were I would learn by interacting with other students to complete learning objectives in an EVW. Strongly Agree Agree No Opinion Disagree Strongly Disagree 2) I would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW to complete learning objectives.

Strongly Agree Agree No Opinion Disagree Strongly Disagree 3) I would be more excited about learning and education if EVW’s were used in the classroom.

Strongly Agree Agree No Opinion Disagree Strongly Disagree 4) I believe using an EVW would help me learn educational content more effectively than a traditional (textbook, lecture etc…) classroom setting.

Strongly Agree Agree No Opinion Disagree Strongly Disagree 5) Using an EVW would help me build teamwork, leadership, and communication skills.

Strongly Agree Agree No Opinion Disagree Strongly Disagree Some concerns I have about an EVW would be: (Check all that apply)  EVW’s would frustrate me I don’t know anything about virtual worlds (games).  EVW’s would never compare to the games I play at home, they would bore/frustrate me.  EVW’s would not teach me what I need to know.  EVW’s might be sexist, violent, or contain other inappropriate themes.  EVW’s would promote bad habits like sedentary lifestyles or be unsafe for students.

Please list other concerns you might have: ___________________________________________ ______________________________________________________________________________

126

A2: Teacher Survey Draft

The purpose of this survey is to determine if teachers believe an educational virtual world (EVW) in which students interact with other students to complete learning objectives would be an effective educational tool. This type of educational tool would reflect qualities found in commercial games know as massive multiplayer online role playing games (MMORPG’s or MMO’s) such as World of Warcraft (WoW), Everquest, Star Wars the Old Republic (SWTOR) etc…

Biographic information: Years of teaching experience: ______________ Gender: M Subject matter: ________________________________________ Do you have experience or are you familiar with MMO video games?

F Yes

No

Unsure

Survey Questions: (circle one) 1) I would be willing to facilitate/teach classes were students would learn by interacting with other students to complete learning objectives in an EVW. Strongly Agree Agree No Opinion Disagree Strongly Disagree 2) Students would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW to complete learning objectives.

Strongly Agree Agree No Opinion Disagree Strongly Disagree 3) Students would be more excited about learning and education in general if EVW’s were used in the classroom.

Strongly Agree Agree No Opinion Disagree Strongly Disagree 4) Students using an EVW would learn educational content more effectively than they do in a traditional (textbook, lecture etc…) classroom setting.

Strongly Agree Agree No Opinion Disagree Strongly Disagree 5) Using an EVW would help students build teamwork, leadership, and communication skills.

Strongly Agree Agree No Opinion Disagree Strongly Disagree Some concerns I have about an EVW’s would be: (Check all that apply)  EVW’s are not something I have the technical expertise to help facilitate/teach.  EVW’s would be too expensive or complicated to implement.  EVW’s would not teach students what they need to know.  EVW’s might be sexist, violent, or contain other inappropriate themes.  EVW’s would promote bad habits like sedentary lifestyles or be unsafe for students.

Please list other concerns you might have or reasons why you would not want EVW’s used in your classroom: ________________________________________________________________ ______________________________________________________________________________

127

A:3 Administrator Survey Draft

The purpose of this survey is to determine if administrators believe an educational virtual world (EVW) in which students interact with other students to complete learning objectives would be an effective educational tool. This type of educational tool would reflect qualities found in commercial games know as massive multiplayer online role playing games (MMORPG’s or MMO’s) such as World of Warcraft (WoW), Everquest, Star Wars the Old Republic (SWTOR) etc…

Biographic information: Years of administrative experience: ______________ Gender: M Current Position: ________________________________________ Do you have experience or are you familiar with MMO video games?

Yes

F No

Unsure

Survey Questions: (circle one) 1) I would be willing to help implement classes were students would learn by interacting with other students to complete learning objectives in an EVW. Strongly Agree Agree No Opinion Disagree Strongly Disagree 2) Students would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW to complete learning objectives.

Strongly Agree Agree No Opinion Disagree Strongly Disagree 3) Students would be more excited about learning and education in general if EVW’s were used in the classroom.

Strongly Agree Agree No Opinion Disagree Strongly Disagree 4) Students using an EVW would learn educational content more effectively than they do in a traditional (textbook, lecture etc…) classroom setting.

Strongly Agree Agree No Opinion Disagree Strongly Disagree 5) Using an EVW would help students build teamwork, leadership, and communication skills.

Strongly Agree Agree No Opinion Disagree Strongly Disagree Some concerns I have about an EVW’s would be: (Check all that apply)  EVW’s are not something teachers would be comfortable using.  EVW’s would be too expensive or complicated to implement.  EVW’s would not teach students what they need to know.  EVW’s might be sexist, violent, or contain other inappropriate themes.  EVW’s would promote bad habits like sedentary lifestyles or be unsafe for students.

Please list other concerns you might have or reasons why you would not implement EVW’s at your school site: ________________________________________________________________ ______________________________________________________________________________

128

APPENDIX B

Sample Surveys

The sample surveys found in this appendix denote several adjustments made from the draft surveys. Within the introduction section of the survey, the definition of educational virtual worlds (EVWs) and purpose of the survey, were split into two separate paragraphs to add clarity.

Part two of the survey, biographic information, remained largely unchanged with the exception of including an area for participants to record the names of MMO games with which they had experience. Based on feedback it was decided that this would ensure participants understood what an MMO game was, as well as provide insight into what type of MMO games participants were using. Part three of the survey received a noticeable formatting change to come more in line with a more typical format used in this type of survey research. The questions in part three were also reworded for clarity in some areas, along with minor grammar/punctuation changes. Part four was split becoming sections four and five of the survey. Section four contained concerns very similar to the ones listed in the survey drafts but with several modifications. Most notably the use of the words "would" and "are" in the draft survey became the model verbs of "might" or "may" in the sample survey. The last section of the survey was modified to ask for any additional comments rather than just comments on additional concerns. This provided participants much more flexibility in what they could share regarding their thoughts on the topic of MMOs being

129

used in public education. As a result of these changed and modifications the survey font was changed from 12 point Times New Roman to 11 point Times New Roman in most areas to ensure the entire survey still fit on one sheet of paper.

There were several versions and iterations of these sample surveys as corrections and adjustments were made between sample groupings. For example teacher samples were given prior to the student samples, feedback/corrections from teacher samples were then used to modify the students samples before the student sample surveys were administered etc.... There were also two groups of student sample surveys given (group one 27 students, group two 74 students). Teacher and administrator surveys only contained one sampling. The survey samples provided in this appendix include both students sample surveys as well as teacher and administrator sample surveys. These surveys included some of the minor grammar and formatting corrections/adjustments made from prior sample surveys.

130

B1: Student Sample Survey One

Educational Virtual World (EVW): Virtual realities in which students use an avatar (virtual representation of themselves) to interact with other students in order to complete learning objectives/goals. For example: a field trip to Mount Everest would be unrealistic for a class of students to undertake. However, students could virtually experience elements that would be involved in such a trip by participating with classmates in an EVW. The purpose of this survey is to determine if student believe EVW’s could be used as effective educational tools.

EVWs would reflect qualities found in commercial video games know as massive multiplayer online role playing games (MMORPG’s or MMO’s) such as Everquest (EQ), World of Warcraft (WoW), Age of Conan (AOC), Lord of the Rings Online (LOTRO), Star Wars the Old Republic (SWTOR) etc…

Biographic information: Grade Level: _____________ Gender: _______M _______F Hours spent playing video games each week? (circle one) < 1hr 1-2 hrs 3-5 hrs 6-9hrs >10hrs Hours spent on homework each week? (circle one) < 1hr 1-2 hrs 3-5 hrs 6-9hrs >10hrs Do you have experience or are you familiar with MMO video games? _______Yes _______No _______Unsure  If yes, please list one or two of the games: ____________________________________________________ Survey Questions: Please respond by checking one box on the right for each of the questions concerning EVWs.

Strongly Agree

Agree

Unsure

Disagree Strongly Disagree

1) I would be willing to attend classes where I would learn by interacting with other students to complete learning objectives in an EVW. 2) I would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW. 3) I would be more excited about learning and

education in general if EVW’s were used in the classroom.

4) I believe using an EVW would help me learn educational content more effectively than a traditional (textbook, lecture etc…) classroom setting.

5) Using an EVW would help me become more technically adept as well as build teamwork, leadership, and communication skills.

My additional concerns about EVW’s may include: (Check all that apply)  EVWs might frustrate me I don’t know anything about virtual worlds (games).  EVWs may never compare to the games I play at home, they would bore/frustrate me.  EVWs might not teach me what I need to know.  EVWs could be sexist, violent, or contain other inappropriate themes.  EVWs may promote bad habits like sedentary lifestyles or in other ways be unsafe for students.

Please list any other concerns or reservations you may have about the using EVWs in a classroom setting: ______________________________________________________________________________________________ ______________________________________________________________________________________________

131

B2: Student Sample Survey Two

Educational Virtual World (EVW): Virtual realities in which students use an avatar (virtual representation of themselves) to interact with other students in order to complete learning objectives/goals. For example: a field trip to Mount Everest would be unrealistic for a class of students to undertake. However, students could virtually experience elements that would be involved in such a trip by participating with classmates in an EVW. The purpose of this survey is to determine if student believe EVWs could be used as effective educational tools.

EVWs would reflect qualities found in commercial video games know as massive multiplayer online role playing games (MMORPGs, MMOGs, or MMOs) such as Everquest (EQ), World of Warcraft (WoW), Age of Conan (AOC), Lord of the Rings Online (LOTRO), Star Wars the Old Republic (SWTOR) etc…

Biographic information: (please circle your response) Grade Level: Fr. So. Jr. Sr. Gender: M F Hours spent playing video games each week?

0 hrs < 1hr 1-2 hrs 3-5 hrs 6-9hrs >10hrs Hours spent on homework each week?

0 hrs < 1hr 1-2 hrs 3-5 hrs 6-9hrs >10hrs Do you have experience or are you familiar with MMO video games?

Yes No Unsure  If yes, please list one or two of the games: ____________________________________________________ Survey Questions: Please respond by checking one box on the right for each of the questions concerning EVWs.

Strongly Agree

Agree

Unsure

Disagree Strongly Disagree

1) I would be willing to attend classes where I would learn by interacting with other students to complete learning objectives in an EVW. 2) I would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW. 3) I would be more excited about learning and

education in general if EVWs were used in the classroom.

4) I believe using an EVW would help me learn educational content more effectively than a traditional (textbook, lecture etc…) classroom setting.

5) Using an EVW would help me become more technically adept as well as build teamwork, leadership, and communication skills.

My additional concerns about EVWs may include: (Check all that apply)  EVWs might frustrate me. I don’t know anything about virtual worlds (games).  EVWs may never compare to the games I play at home, they would bore/frustrate me.  EVWs might not teach me what I need to know.  EVWs could be sexist, violent, or contain other inappropriate themes.  EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

Please share any additional concerns, reservations, or comments you may have about the use of EVWs in a classroom: ______________________________________________________________________________________________ ______________________________________________________________________________________________

132

B3: Teacher Sample Survey

Educational Virtual World (EVW): Virtual realities in which students use an avatar (virtual representation of themselves) to interact with other students in order to complete a learning objectives/goals. For example: a field trip to Mount Everest may be unrealistic for a class of students to undertake. However, students could virtually experience elements that would be involved in such a trip by participating with classmates in an EVW. The purpose of this survey is to determine if teachers believe EVW’s could be used as effective educational tools.

EVW’s would reflect qualities found in commercial video games know as massive multiplayer online role playing games (MMORPG’s or MMO’s) such as Everquest (EQ), World of Warcraft (WoW), Age of Conan (AOC), Lord of the Rings Online (LOTRO), Star Wars the Old Republic (SWTOR) etc…

Biographic information: Years of teaching experience: ______________ Gender: M F Subject Matter: _____________________________ Name of School: __________________________________ Do you have experience or are you familiar with MMO video games?

Yes No Unsure  If yes, please list one or two of the games: ____________________________________________________ Survey Questions: Please respond by checking one box on the right for each of the questions.

Strongly Agree

Agree

Unsure

Disagree Strongly Disagree

1) I would be willing to facilitate/teach classes were students would learn by interacting with other students to complete learning objectives in an EVW. 2) Students would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW. 3) Students would be more excited about learning and education in general if EVW’s were used in the classroom.

4) Students using an EVW would learn educational content more effectively than they do in a traditional (textbook, lecture etc…) classroom setting.

5) Using an EVW would help students become more technically adept as well as build teamwork, leadership, and communication skills.

My additional concerns about EVW’s would be: (Check all that apply)  EVW’s might not be something I have the technical expertise to help facilitate/teach.  EVW’s may be too expensive or complicated to implement.  EVW’s might not teach students what they need to know.  EVW’s could be sexist, violent, or contain other inappropriate themes.  EVW’s may promote bad habits like sedentary lifestyles or in other ways be unsafe for students.

Please list any other concerns or reservations you may have about teaching/facilitating EVW’s in a classroom setting: ______________________________________________________________________________________________ ______________________________________________________________________________________________

133

B4: Administrator Sample Survey

Educational Virtual World (EVW): Virtual realities in which students use an avatar (virtual representation of themselves) to interact with other students in order to complete a learning objectives/goals. For example: a field trip to Mount Everest may be unrealistic for a class of students to undertake. However, students could virtually experience elements that would be involved in such a trip by participating with classmates in an EVW. The purpose of this survey is to determine if administrators believe EVW’s could be used as effective educational tools. EVW’s would reflect qualities found in commercial video games know as massive multiplayer online role playing games (MMORPG’s or MMO’s) such as Everquest (EQ), World of Warcraft (WoW), Age of Conan (AOC), Lord of the Rings Online (LOTRO), Star Wars the Old Republic (SWTOR) etc…

Biographic information: Years of administrative experience: ______________ Gender: M F Current Position: _____________________________ Name of School: __________________________________ Do you have experience or are you familiar with MMO video games?

Yes No Unsure  If yes, please list one or two of the games: ____________________________________________________ Survey Questions: Please respond by checking one box on the right for each of the questions.

Strongly Agree

Agree

Unsure

Disagree Strongly Disagree

1) I would be willing to help implement classes were students would learn by interacting with other students to complete learning objectives/goals in an EVW. 2) Students would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW. 3) Students would be more excited about learning and education in general if EVW’s were used in the classroom.

4) Students using an EVW would learn educational content more effectively than they do in a traditional (textbook, lecture etc…) classroom setting.

5) Using an EVW would help students become more technically adept as well as build teamwork, leadership, and communication skills.

My additional concerns about EVW’s would be: (Check all that apply)  EVW’s might not be something teachers would be comfortable using.  EVW’s may be too expensive or complicated to implement.  EVW’s might not teach students what they need to know.  EVW’s could be sexist, violent, or contain other inappropriate themes.  EVW’s may promote bad habits like sedentary lifestyles or in other ways be unsafe for students.

Please list any other concerns or reservations you may have about using EVW’s in a classroom setting: ______________________________________________________________________________________________ ______________________________________________________________________________________________

134

APPENDIX C

Surveys

The final versions of surveys included corrections and modifications provided by feedback from students, teachers, and administrators. There were several minor grammatical corrections, spelling corrections, and formatting changes between sample surveys and the final surveys presented in this appendix. One of the formatting changes was based on student feedback, key acronyms were highlighted so that the acronym definition could be easily found. Formatting changes in the biographical area provided more uniformity by requesting participants circle responses rather than hand writing their responses (both changes were also seen in student sample survey two).

Teacher and administrator surveys received additional changes. The acronyms for various MMO games was removed. Surveys were also modified prompting participants to choose whether or not they would like their survey comments to be recorded by name or anonymously.

A small text box was added in the bottom right corner of the survey (not visible) encouraging participants to include additional comments on the back of the survey if they ran out of room. It should also be noted that participants had their name on the survey (i.e. John Smith received a survey with the wording "Survey: J. Smith" at the top of his survey) this was done in the event of low participation the researcher could send a second wave of surveys to those who had not yet

135

responded. Finally it was decided several days before teacher and administrators received surveys to also include counselors in the study. Counselors received a slightly modified survey which is also seen in this appendix.

136

C1: Student Survey

Educational Virtual World (EVW): Virtual realities in which students use an avatar (virtual representation of themselves) to interact with other students in order to complete learning objectives/goals. For example: a field trip to Mount Everest would be unrealistic for a class of students to undertake. However, students could virtually experience elements that would be involved in such a trip by participating with classmates in an EVW. The purpose of this survey is to determine if students believe EVWs could be used as effective educational tools.

EVWs would reflect qualities found in commercial video games known as massive multiplayer online role playing games (MMORPGs, MMOGs, or MMOs) such as Everquest (EQ), World of Warcraft (WoW), Age of Conan (AOC), Lord of the Rings Online (LOTRO), Star Wars the Old Republic (SWTOR) etc…

Biographic information: (please circle your response) F M Gender: Sr. Jr. So. Grade Level: Fr. 0 hrs < 1hr 1-2 hrs 3-5 hrs 6-9hrs >10hrs Hours spent playing video games each week?

0 hrs < 1hr 1-2 hrs 3-5 hrs 6-9hrs >10hrs Hours spent on homework each week?

Unsure No Yes Do you have experience or are you familiar with MMO video games?  If yes, please list one or two of the games: ____________________________________________________ Survey Questions: Please respond by checking one box on the right for each of the questions concerning EVWs.

Strongly Agree

Agree

Unsure

Disagree Strongly Disagree

1) I would be willing to attend classes where I would learn by interacting with other students to complete learning objectives in an EVW. 2) I would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW. 3) I would be more excited about learning and

education in general if EVWs were used in the classroom.

4) I believe using an EVW would help me learn educational content more effectively than a traditional (textbook, lecture etc…) classroom setting.

5) Using an EVW would help me become more technically adept as well as build teamwork, leadership, and communication skills.

My additional concerns about EVWs may include: (Check all that apply)  EVWs might frustrate me. I don’t know anything about virtual worlds (games).  EVWs may never compare to the games I play at home, they would bore/frustrate me.  EVWs might not teach me what I need to know.  EVWs could be sexist, violent, or contain other inappropriate themes.  EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

Please share any additional concerns, reservations, or comments you may have about the use of EVWs in a classroom: ______________________________________________________________________________________________ ______________________________________________________________________________________________

137

C2: Teacher Survey

Educational Virtual World (EVW): Virtual realities in which students use an avatar (virtual representation of themselves) to interact with other students in order to complete learning objectives/goals. For example: a field trip to Mount Everest would be unrealistic for a class of students to undertake. However, students could virtually experience elements that would be involved in such a trip by participating with classmates in an EVW. The purpose of this survey is to determine if teachers believe EVWs could be used as effective educational tools.

EVWs would reflect qualities found in commercial video games known as massive multiplayer online role playing games (MMORPGs, MMOGs, or MMOs) such as Everquest, City of Heroes, World of Warcraft, Age of Conan, Lord of the Rings Online, Star Wars the Old Republic etc…

Biographic information: Subject Matter: ____________________________________ Gender: M F Years of teaching experience: <5 5-10 10-20 20-30 40+ Do you have the desire to pursue a career in school administration?

Yes No Unsure Do you have experience or are you familiar with MMO video games?

Yes No Unsure  If yes, please list one or two of the games: ____________________________________________________ Survey Questions: Please respond by checking one box on the right for each of the questions concerning EVWs.

Strongly Agree

Agree

Unsure

Disagree Strongly Disagree

1) I would be willing to facilitate/teach classes where students would learn by interacting with other students to complete learning objectives in an EVW. 2) Students would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW. 3) Students would be more excited about learning and education in general if EVW’s were used in the classroom.

4) Students using an EVW would learn educational content more effectively than they do in a traditional (textbook, lecture etc…) classroom setting.

5) Using an EVW would help students become more technically adept as well as build teamwork, leadership, and communication skills.

My additional concerns about EVWs may include: (Check all that apply)  EVWs might not be something I have the technical expertise to help facilitate/teach.  EVWs may be too expensive or complicated to implement.  EVWs might not teach students what they need to know.  EVWs could be sexist, violent, or contain other inappropriate themes.  EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

Please share any additional concerns, reservations, or comments you may have about the use of EVWs in a classroom: Comments may be shared in the research document, with this in mind:  Keep my comments anonymous.  Feel free to quote me by name. ______________________________________________________________________________________________

138

C3: Administrator Survey

Educational Virtual World (EVW): Virtual realities in which students use an avatar (virtual representation of themselves) to interact with other students in order to complete learning objectives/goals. For example: a field trip to Mount Everest would be unrealistic for a class of students to undertake. However, students could virtually experience elements that would be involved in such a trip by participating with classmates in an EVW. The purpose of this survey is to determine if teachers believe EVWs could be used as effective educational tools.

EVWs would reflect qualities found in commercial video games known as massive multiplayer online role playing games (MMORPGs, MMOGs, or MMOs) such as Everquest, City of Heroes, World of Warcraft, Age of Conan, Lord of the Rings Online, Star Wars the Old Republic etc…

Biographic information: F M Gender: Current position: ____________________________________ 40+ 20-30 10-20 5-10 <5 Years of teaching experience: 40+ 20-30 10-20 5-10 <5 Years of administrative experience: Unsure No Yes Do you have experience or are you familiar with MMO video games?  If yes, please list one or two of the games: ____________________________________________________ Survey Questions: Please respond by checking one box on the right for each of the questions concerning EVWs.

Strongly Agree

Agree

Unsure

Disagree Strongly Disagree

1) I would be willing to help implement classes were students would learn by interacting with other students to complete learning objectives/goals in an EVW. 2) Students would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW. 3) Students would be more excited about learning and education in general if EVW’s were used in the classroom.

4) Students using an EVW would learn educational content more effectively than they do in a traditional (textbook, lecture etc…) classroom setting.

5) Using an EVW would help students become more technically adept as well as build teamwork, leadership, and communication skills.

My additional concerns about EVWs may include: (Check all that apply)  EVWs might not be something teachers would be comfortable using.  EVWs may be too expensive or complicated to implement.  EVWs might not teach students what they need to know.  EVWs could be sexist, violent, or contain other inappropriate themes.  EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

Please share any additional concerns, reservations, or comments you may have about the use of EVWs in a classroom: Comments may be shared in the research document, with this in mind:  Keep my comments anonymous.  Feel free to quote me by name. ______________________________________________________________________________________________

139

C4: Counselor Survey

Educational Virtual World (EVW): Virtual realities in which students use an avatar (virtual representation of themselves) to interact with other students in order to complete learning objectives/goals. For example: a field trip to Mount Everest would be unrealistic for a class of students to undertake. However, students could virtually experience elements that would be involved in such a trip by participating with classmates in an EVW. The purpose of this survey is to determine if councilors believe EVWs could be used as effective educational tools.

EVWs would reflect qualities found in commercial video games known as massive multiplayer online role playing games (MMORPGs, MMOGs, or MMOs) such as Everquest, City of Heroes, World of Warcraft, Age of Conan, Lord of the Rings Online, Star Wars the Old Republic etc…

Biographic information: Gender: M F Years of counseling experience: <5 5-10 10-20 20-30 40+ Do you have experience or are you familiar with MMO video games?

Yes No Unsure  If yes, please list one or two of the games: ____________________________________________________ Survey Questions: Please respond by checking one box on the right for each of the questions concerning EVWs.

Strongly Agree

Agree

Unsure

Disagree Strongly Disagree

1) I would encourage some students to enroll in classes were they would learn by interacting with other students to complete learning objectives/goals in an EVW. 2) Students would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW. 3) Students would be more excited about learning and education in general if EVW’s were used in the classroom.

4) Students using an EVW would learn educational content more effectively than they do in a traditional (textbook, lecture etc…) classroom setting.

5) Using an EVW would help students become more technically adept as well as build teamwork, leadership, and communication skills.

My additional concerns about EVWs may include: (Check all that apply)  EVWs might not be something teachers would be comfortable using.  EVWs may be too expensive or complicated to implement.  EVWs might not teach students what they need to know.  EVWs could be sexist, violent, or contain other inappropriate themes.  EVWs may promote bad habits like sedentary lifestyles, or in other ways be unsafe for students.

Please share any additional concerns, reservations, or comments you may have about the use of EVWs in a classroom: Comments may be shared in the research document, with this in mind:  Keep my comments anonymous.  Feel free to quote me by name. ______________________________________________________________________________________________ ______________________________________________________________________________________________

140

APPENDIX D

Survey Script Used for Student Survey Group

The researcher found that using examples with certain parts of the survey helped participants better understand the input that was being requested. After giving the survey to several sample groups it was determined to use examples during the main survey. Examples were given to provide clarity and careful wording was chosen that would not compel participants towards a specific response. The following is a approximate script that was used during survey administration. The researcher found that with the examples provided there was very little confusion or questions in relation to the information the survey was asking participants to provide.

Survey Script Good morning/afternoon. Today I will be asking you to provide some opinions and thoughts regarding video game use in public education. This survey is optional, please do not put your name on the survey. [Starts passing out surveys] When everyone has a survey I will read the survey to you and provide some examples so you understand exactly what the survey is asking. Please do your best to accurately answer the questions in a way the represents how you feel about the matter, not how you believe your teacher, parents, society or anyone else might

141

feel.

Does everyone have a survey [pause to make sure all participants have a survey and something to write with] This survey is going to ask questions about immerging technology that may be used to teach students. Remember this survey is seeking to obtain information about how you personally view the use of this educational tool in a public school setting, let's begin.

[Read from the survey] "Educational Virtual World (EVW): Virtual realities in which students use an avatar (virtual representation of themselves) to interact with other students in order to complete learning objectives/goals. For example: a field trip to Mount Everest would be unrealistic for a class of students to undertake. However, students could virtually experience elements that would be involved in such a trip by participating with classmates in an EVW."

Another example of an EVW would be playing a computer game in which you would work with other students to learn about historical events, such as the pilgrims journey to America. You would virtually work with other students in an online computer world to gather resources and supplies in order to safely cross the Atlantic. Once your group landed in America you would have to work together to build a settlement and prepare for the winter. You would face challenges the pilgrims might have faced and you would need to learn similar information that you would learn from reading a text book. You might even compete against other groups of students to see who could build the most successful colony. [Continue reading from survey] "The purpose of this survey is to determine if students believe EVWs could be used as 142

effective educational tools. EVWs would reflect qualities found in commercial video games known as massive multiplayer online role playing games (MMORPGs, MMOGs, or MMOs) such as Everquest (EQ), World of Warcraft (WoW), Age of Conan (AOC), Lord of the Rings Online (LOTRO), Star Wars the Old Republic (SWTOR) etcâ&#x20AC;Ś"

Please complete the biographical information section of the survey at this time. I will give you about half a minute to do this before moving on to the survey questions. Please be sure to circle the appropriate response for each question. [Pause and wait approximately half a minute] Lets continue... [Read from survey] "Please respond by checking one box on the right for each of the questions concerning EVWs."

Question number one: [Read from survey] "I would be willing to attend classes where I would learn by interacting with other students to complete learning objectives in an EVW."

This question is basically asking, when you register for classes next fall, if a class using an EVW was available, would you be willing to sign up for this class and take it?

Question number two: [Read from survey] "I would be more willing to complete homework or extra class work if it involved interacting with other students in an EVW."

Do you think you would be more likely to complete an extra credit educational task within an EVW compared to perhaps a take home extra credit worksheet given to you by a teacher?

143

Question number three: [Read from survey] "I would be more excited about learning and education in general if EVWs were used in the classroom."

In other words when you wake up in the morning and are thinking about going to school, would knowing that you would be participating in an EVW make you more excited for the day?

Question number four: [Read from survey] "I believe using an EVW would help me learn educational content more effectively than a traditional (textbook, lecture etcâ&#x20AC;Ś) classroom setting."

Think about state standardized testing, do you think that an EVW would be able to prepare you for these type of test as well as current teaching methods do?

Question number five: [Read from survey] "Using an EVW would help me become more technically adept as well as build teamwork, leadership, and communication skills."

Do you think participation in an EVW could potentially teach other valuable life skills that are listed in this question?

I will now give you some time to complete the rest of the survey. There are five concerns that various experts have expressed in regards to EVWs. Please read and check any of the concerns you personally feel are applicable. Once you have done so please feel free to share any 144

additional concerns, opinions, or comments you have about the use of EVWs in public education. I may even cite your quotes in my research so please write clearly. [After approximately half a minute] Feel free to pass forward your survey if you are done, those of you still working have another minute to finish up. [Collect all surveys] Thank you for your time, I greatly appreciate your input. ~end script

145

APPENDIX E

Student Survey Data

Appendix E includes raw survey data from students who participated in this research.

Along with responses the researcher has also recorded comments that were included on the surveys. Several comments were not topical, however all readable comments have been recorded in this presentation of raw data. In order to increase clarity/readability the researcher corrected various misspellings, grammar errors, and sentence structures errors provided the corrections did not change the meaning of the comment. Data is presented by class level and a column header has been included for each page of data. Below is a key for column header data.

Data presented was acquired from administration of the student survey found in Appendix C. Header term Survey

Meaning Class level and survey number

Sex VG HW MMO

Identifies gender of participant Hours playing video games per week Hour spent on home work per week Prior MMO experience

Name of MMO games Played SQ#1 (et al... )

Lists games played as they are recorded by participants Survey Question # 1

C#1 (et al...)

Concern #1

9

Variables9 F (Freshmen), So (Sophomore), J (Junior), S (Senior) M (Male), F (Female) Numbers represent hours/week Numbers represent hours/week XYES (game listed by participant is not considered an MMO) MMO games played by student often listed by acronym10 1 (Strongly agree), 2 (Agree), 3(Unsure),4(Disagree), 5(Strongly Disagree) "blank" (not a concern), "1" (a concern)

X is given in all categories for responses left blank Only games listed by this resource have been included (see resource for full list): http://en.wikipedia.org/wiki/List_of_massively_multiplayer_online_role-playing_games 10

146

E1: Freshmen Survey Data

147

E1: Freshmen Survey Data Continued

148

E1: Freshmen Survey Data Continued

149

E1: Freshmen Survey Data Continued

150

E1: Freshmen Survey Data Continued

151

E2: Sophomore Survey Data

152

E2: Sophomore Survey Data Continued

153

E2: Sophomore Survey Data Continued

154

E3: Junior Survey Data

155

E3: Junior Survey Data Continued

156

E3: Junior Survey Data Continued

157

E3: Junior Survey Data Continued

158

E3: Junior Survey Data Continued

159

E4: Senior Survey Data

160

E4: Senior Survey Data Continued

161

E4: Senior Survey Data Continued

162

APPENDIX F

Teacher, Administrator, Counselor Survey Data

Appendix F includes raw survey data from Teachers who participated in this research.

Administrator and Counselor raw data has not been included to protect participant anonymity.

Survey responses and quotes have been separated to protect participant anonymity (quotes from these surveys can be found in appendix G). Biographical information for some categories has been removed to protect participant anonymity. A column header has been included for each page of data. Below is a key for column header data. Data presented was acquired from administration of the staff surveys found in Appendix C.

Header term Survey

Meaning Survey number

Sex SQ#1 (et al... )

Identifies gender of participant Survey Question # 1

C#1 (et al...)

Concern #1

11

X is given in all categories for responses left blank

163

Variables11 Missing "T" numbers indicate a survey which was not returned M (Male), F (Female) 1 (Strongly agree), 2 (Agree), 3(Unsure),4(Disagree), 5(Strongly Disagree) "blank" (not a concern), "1" (a concern)

Teacher Survey Data

164

Teacher Survey Data Continued

165

APPENDIX G

Staff Quotes

Appendix G includes quotes from staff who participated in this research. The researcher corrected various misspellings, grammar errors, and sentence structures errors provided the corrections did not change the meaning of the comment.

1) Who would design it? 2) Who would test it prior to implementation?

EVW's might not work for an AP [advanced placement] environment. A CP [college prep] environment might be more accommodating.

For my subject, performing live is necessary for learning.

How would the students be monitored, how would we know they are doing what they are suppose to be doing and not going around getting into stuff they should not be in?

I am concerned for students need to always be entertained. In the workforce, they have to be okay with mundane tasks. I think some learning in this way would be good, but not all learning.

I am not sure of the content in these games. Are the games adapted to subject matter area or are they the games named above?

I feel this would add to the fact that students already are overdosed with technology and are losing the ability to think without it. I also think it would be more of a distraction taking up more time than it's worth.

I have a issue w/ pain and pleasure how do you include those with your learning? How can a person sitting in a chair experience what an athlete or a climber experiences when they are about to give up or quit? Or when they are in danger of losing their life? Or a soldier ready to give his all? (Nothing like the real thing baby) A: I like the idea. Cost is obviously an issue. I have seen/read some interesting info about its use in the medical field good luck with your research.

I never thought of this option. Interesting.

I use simulation in my marketing and business classes from www.knowledgematters.com. They are more of a RTS [real time strategy] game but they are very effective.

If EVW's get kids more excited about learning, I'm happy to learn and use in my classroom!

I'm concerned that students would not learn the technical skill they need for college level research by an EVW. In my classroom it would be cool to have them experience kitchens around the world or food competitions, but the fact that it could be considered a video game would turn me away. I do not like video games.

May be useful for field trips and labs but many students aren't really into it for the usual stuff.

166

Staff Quotes Continued

Sounds like a good idea in that it can be an effective "hook". As with all curriculum ideas, a lot depends on how complete the material is, for example how well does an EVW activity fit into the overall structure of a particular curriculum framework.

Sounds like it could be usefulâ&#x20AC;Ś we need to see a pilot class.

This is a great idea. Connecting with kids is what they're interested in is always a good idea.

This technology should be used in some area of education. It would be very effective in my opinion An interesting concept but education reform/advancement moves so slowly this will never be common place in my lifetime.

Concern is they will lead to isolationism, inability to work and communicate as the real world with real people, no social skills. Also anonymity becomes an issue as well. By being anonymous it emboldens poor behavior as well as good.

I think it would be a great addition for certain objectives and activities. My concern would be that it might negatively affect students' ability to socially interact in person or without strict supervision, some students might abuse or use as a resource for bullying.

I think it's a good idea but the large portion of the student body would be unwilling.

I think the concept of an EVW is an intriguing one. From years of experience enjoying textbased Mush style games to the explosion of Blizzards World of Warcraft. I have seen how these setting can encourage Teamwork as well as problem solving through strategy and trial by error. If curriculum could be created to take advantage of these strengths found in MMORPGs AND still have means of assessing the students understanding of the material, I would love to see it implemented. However, just as we have lazy students in the classroom that try to get by skipping the reading or doing the bare minimum to get by, I have seen the same thing in virtual worlds and I would be concerned that students will actually take the time to read information from a "Quest Giver", and not blindly run off and assignment "Quest" simply relying on the rest of their team to save them.... However, if student could select their own teams like MMORPG guild do, these might become competition and drive to become a better student and learner.

If a student is unwilling to work, an EVW isn't going to change that characteristic. Additionally, I don't think an EVW will have the allure of a video game and a student will still choose gaming over education.

If EVWs were used judiciously and were engaging they could be an additional tool for teachers.

Many of the positive things (teamwork, leadership, communication) are things that I am proud to teach in band! Video games can be a healthy outlet for some kids, but as an educator, I do not want to endorse such over-priced, inappropriate, violent games. More students need to take that leap, step outside their comfort zone and get involved in the arts. Technology is wonderful - so is tradition - so is music.

167

Staff Quotes Continued

This is the first time I've heard of EVW. Sounds interesting.

Too many students, when on the computer especially are lulled into a false security and do not actually read for information, they merely react. I worry that this tendency might translate to the classroom detrimentally.

Actual Personal interaction is always preferable to virtual anything! Communication skills are becoming a lost art in today's culture, I see it every day.

Could be utilized as a great teaching tool if used correctly by teachers.

It was hard to complete this survey because I have never seen or used an EVW. I don't have any major concerns regarding the use of EVW's in the classroom setting. I am a video game player so I'm comfortable with the format. My students' parents, however, tend to be concerned about their kids becoming obsessed with videogames - so parents may or may not be supportive.

168

APPENDIX H

Teacher/Administrator/Counselor Participation Request (included with survey)

169

APPENDIX I

Index of Data by Table Number, Title, and Page Number

Table Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Title Student Survey Data Overview Overview of Student Concerns Student Survey Data by Grade Level Student Concerns by Grade Level Student Biographical Data by Grade Student Survey Data by Gender Student Concerns by Gender Biographical Data by Gender Student Survey Data by Hours of Video Game Play Per Week Student Concerns by Hours of Video Game Play Per Week Student Biographical Data by Hours of Video Game Play Per Week Student Survey Data by Hours of Time Spent on Homework Per Week Student Concerns by Hours of Time Spent on Homework Per Week Student Survey Data by Hours of Time Spent on Homework Per Week Student Survey Data by MMO Experience Student Concerns by Experience With MMO Video Games Student Biographical Data by Experience With MMO Video Games Summation of Student Comments Sampling of Positive Comments from Student Surveys Sampling of Neutral Comments from Student Surveys Sampling of Negative Comments from Student Surveys Top Five MMO Games Listed by Students Student Surveys Marked as Either All Strongly Agree or Strongly Disagree Teacher Survey Data Overview Overview of Teacher Concerns Teacher Survey Data by Gender Teacher Concerns by Gender Teacher Biographical Data by Gender Teacher Survey Data by Years of Teaching Experience Teacher Biographical Data by Years of Teaching Experience Teacher Concerns by years of Teaching Experience Teacher Biographical Data by Years of Teaching Experience (concerns) Teacher Survey Data by Inclination Towards Administration Teacher Survey Data by Inclination Towards Administration Teacher Survey Data by MMO Experience

170

Page Number 62 63 64 65 65 66 67 67 68 69 69 70 71 71 72 73 73 74 75 75 76 77 78 81 82 83 84 84 85 85 86 86 87 88 89

Index of Data by Table Number, Title, and Page Number Continued...

Table Number 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51

Table Title Teacher Concerns by Experience With MMO Video Games Teacher Biographical Data by Experience With MMO Video Games Administrator Survey Data Administrator Concerns Administrator Biographical Data Counselor Survey Data Overview Overview of Counselor Concerns Counselor Biographical Data Summation of Staff Comments Sampling of Positive Staff Comments Sampling of Neutral Staff Comments Sampling of Negative Staff Comments Top Five MMO Games Listed by Staff Survey Data by Sub Group Concerns by Sub Group Sub Group Data by Surveys Given

171

Page Number 90 90 91 92 92 93 94 94 95 96 96 97 98 100 101 101

APPENDIX J

Example of a possible educational MMO experience from a student's perspective

As you ride the bus to school, you tap your foot with excitement. It took a little bit of research last night, but you are pretty sure you know why your climbing group is stuck and can not go any further. When you get to class, you run up to your teacher and blurt out, “Altitude! It has to be the altitude.” With a smile your teacher nods; then he asks, “Well, that is the problem— but what is the solution?” The response stops you in your tracks; you hadn’t yet thought about how the problem could be solved. The bell rings and your teacher, noticing the puzzled look on your face, gently prompts you, “Get to your station and log in to your scenario; maybe you can ask your group members if they have any ideas.”

You love that the teacher has started letting you log in right away instead of teaching things you were learning in the game anyway. “Technology doesn’t teach as well as I do,” he often said at the beginning of the semester. But you have noticed a change; he seems almost excited now to guide you on your adventures. The teacher now allows the class to stay logged in to the game scenarios for most of the class period. Whenever you get stuck, though, he is always ready to help you figure out what needs to be done.

For example, yesterday your climbing group was at the head of the class until your avatars (electronic images representing game players in the virtual world) became too fatigued to

172

continue the climb. After you expressed some frustration, the teacher gave you a few tips that helped you research the problem as homework. You discovered the culprit was altitude fatigue; now it was up to you to devise a solution.

Two weeks ago you felt excited to start a new climbing scenario because it was the first time you would be a team leader. Your group worked together to virtually climb several peaks inside the United States and, once you completed those, you got to virtually travel to Nepal where your avatars went sightseeing and then bought some climbing gear. Your team is now attempting an ascent of Mount Everest.

“Okay, guys. First order of the day,” you type to your teammates. “The thing causing our fatigue is the altitude. What can we do about it?” One of your team members replies, “That makes sense. We barely finished the other climb because of that, and that mountain was not as high. Remember how slow we got at the end?” Another teammate chimes in: “Oh, yes; that was how the other team almost caught up to us last climb. They were using oxygen, which must not be optional for a climb this high in altitude.” As another team passes you, you cringe and notice they are using oxygen. With a sigh you exclaim to your team, “Okay, guys. No other options; we have to backtrack to the base camp and hope we can buy some oxygen.” On your way back down, three more teams pass you. One of them is not using oxygen and you smile because you know you will soon be ahead of them again.

173

You are lucky to find all the oxygen you need at the base camp. Thankfully, you went against the advice of one of your teammates yesterday and did not spend half the money you had left on new boots because you wanted to have extra just in case you needed it. Otherwise, you would have lost more time doing jobs for non-player characters (NPCs) at the base camp to raise money. You leave the base camp having spent all your money but confident you have all the supplies you need. Your team once again begins their ascent.

After several minutes of navigating trails, one of your teammates stops the group. “Hey, look at those clouds,” she comments. Your patience is being tested. “So what?” you exclaim. She responds, “Aren’t those the clouds we were warned about yesterday?” You quickly check the notes you took on weather; it takes you about 45 seconds to read what you need before you hastily issue orders to set up protective shelters. The shelters are completed just in time. It was a close call but your avatars will be able to keep warm until the storm passes. As you wait out the storm you apologize to your teammate, “Sorry I doubted you; you are, after all, from a colder area. I should have trusted you to know.” You like the fact that two of your teammates attend school in another state because the group seems more knowledgeable as a result.

With the storm past you hurry along on your ascent. As you climb, you pass two teams that have slowed way down. You peek over and notice one of the classmates you passed is researching how to best deal with minor frostbite. You are thrilled to have passed two groups but soon you come to your next dilemma: a fork in the trail. You and your teammates are not sure 174

which route to take, but you might be able to pass another group or two if you pick the correct path. As you contemplate this decision, you notice a yellow exclamation mark over the NPC assigned to your group.

You click on the fifth and only non-player member of your team; this computer-controlled character is an English professor assigned to your group by the teacher. According to the biography you read about him, he has climbed the peak twice before. He has often given you good tips over the past two weeks. There is a price to pay for his tips, though: you always have to answer one of his literature questions. You ask for his help and he provides you with four short phrases, asking which one contains a literature element developed from the culture in Nepal. You and the entire group are stumped. One of your teammates mentions something that jogs your memory a bit, but you still do not have a clear idea. You narrow the answer down to two options but donâ&#x20AC;&#x2122;t have time to debate. The rest of the team is waiting for you; as scenario leader you must make the decision. You take a deep breath and click on the answer you think is the most likely. With a great sigh of relief you see a green check appear on the screen, signifying a correct response.

Your group hurries along the path that the English professor says is the shortest, keeping in mind his comment that it could be more difficult to climb than the slower route. After several minutes you come to a narrow passage. The group just barely makes it through. You almost slipped and fell at one point, but some quick thinking by one of your teammates prevented 175

catastrophe. You thank your teammate, knowing that if you had fallen it would have cost your group at least five minutes because you all would have been forced to restart at the fork and try again.

A teammate comments, “Too bad we didn’t have money for oxygen and new boots.” You realize that with better planning, you might have been able to afford both. “We probably would have had enough,” you admit, “if we had bought oxygen in town instead of at the base camp.”

You have noticed that supplies are usually over-priced once you leave larger market areas. Your teammates all gesture in agreement and you continue. There are now only two teams ahead of you and you seem to be gaining on one of them. You wonder if they are getting low on oxygen; if they are, you should be able to pass them. Before you share this thought with your teammates, the teacher signifies it is time to save your progress and log out. You roll your eyes in frustration.

You only need ten more minutes to reach the top.

The teacher wraps up the day’s activities by asking questions to various students in the class. From frostbite and cloud formations to literature and history, students have discovered answers to a wide variety of questions. When it is your turn, the teacher asks you what problem you were able to solve. You inform the class that the altitude slowed your group down and you share with them the process you undertook to get back on track. As you are sharing with the class, you notice several other students jotting notes. This information-sharing at the end of class

176

often helps groups that are lagging behind to catch up. You have been thankful more than once for this time of sharing when your group got behind in other scenarios.

With one minute left, you raise your hand and ask, “Are things always more expensive when you leave the larger market areas? The oxygen we had to buy seemed overpriced.” Your teacher acknowledges your question and exclaims, “That is a great question; what do you guys think?” Others from the class voice their agreement; they have noticed the same thing. The teacher concludes the lesson with, “Your observations are correct but we don’t have time to talk about it today. Let’s finish our climb tomorrow and then we can discuss why things become more expensive when you move away from major market areas.”

The bell rings and with very little enthusiasm you pick up your backpack. You are not really looking forward to your next class. If your history teacher gives another homework assignment from the textbook, maybe you will just “forget” to bring your textbook home. As you contemplate other ways to get out of reading your textbook, you look outside and catch a glimpse of the mountain that is close to your school and begin to wonder. Could you climb that?

It's no Mount Everest but maybe it's something you could do over the summer. What are the things you could do now to start training? You decide that once you get out of school you will check out some of the additional website resources that are provided to complement the game you have been playing. They will probably include some information about the gear and training needed for a beginner’s mountain climb.

177