Bytheway, J. A. (2011). Vocabulary learning strategies in massively multiplayer online role playing games.
Julie Ann Bytheway indicates that the Massively Multiplayer Online Role-Playing Games MMORPG offers equitable strategies to learn language vocabulary. MMORPG is also acknowledged as the informal second language in a learning context. The vocabularies provided by MMORPG are determined by play which is a key aspect in the motivation and learning process. MMORPG offers a culture that contributes to students’ interaction with the games, independent learning approaches, and curiosity about learning languages. The range of languages learned depends on MMORPG as it indicates the use of language and attitudes embraced by students. The MMORPG approach is also recognized by Gu’s vocabulary learning strategies model (Bytheway, 2011). AS a result, the second learning strategy enables gamers to select, develop and use the appropriate words when learning new languages.
Connolly, T. M., Stansfield, M., & Hainey, T. (2011). An alternate reality game for language learning: ARGuing for multilingual motivation. Computers & Education, 57(1), 1389-1415.
According to the article, the learning of language through MMORPG is facilitated by Alternate Reality Games ARG, which comprise multimedia and gaming components. ARG is designed, developed, and evaluated to increase students’ motivation in the secondary level in Europe to engage in learning modern foreign languages. Through ARG, more language programs were introduced u secondary schools, where 95 language teachers were incorporated from 17 European territories to foster the learning (Connolly, Stansfield & Hainey, 2011). Importantly, through ARG, a potentially useful vehicle is provided that develops collaborative practices in the educational context. The key educational value of ARG includes supporting teaching the modern languages, especially the European languages. ARG also contributes to activities introduced around the Web and gaming, which promote cooperation and learning in the learning institutions. According to reports given by students, ARG delivers the expected motivational experience. Most students would be willing to play games as a major part of a foreign language course over a long period.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
As indicated by the authors, games are a great motivation to learn. One of the useful games includes MMORPG, which enables students to learn more through open-world exploration. The article argues that the games create an environment where students are engaged through the instructions provided. In most educational games, instructional games are encouraged to incorporate essential characteristics (Garris, Ahlers & Driskell, 2002). The research literature provided by the authors also indicates that pairing the instructional content with relevant game features helps strengthen the power of the games, leading to successful student engagement. As a result, the desired language instructional goals are achieved. Importantly, the authors state that only the key features of games with the desired interest need to be incorporated in the instructional context. Therefore, online games help improve students’ behavior, judgment, and feedback in the learning environment.
Lee, H. G. (2012). ESL learners’ motivation and task engagement in technology-enhanced language learning contexts. Washington State University.
The author Lee shows how motivation and task engagement in technology such as MMORPG helps enhance the learning of languages. Considering students taking English as Second Language ESL, the games are an easier strategy to help the students research more regarding the interesting languages in a motivating approach. The tasks provided by the games enable students to engage in both online and physical classroom environments actively. Importantly, the author argues that making learning more fun is another motivational factor that enables students to pay attention and focus on understanding the language (Lee, 2012). Educational games emphasize encouraging students to also learn outside the class language, which would help them engage in equitable conversation with other people in society. Additionally, the article shows that games make students focus well; hence they learn better and faster. MMORPG creates an opportunity for students to participate in health learning competitions and teamwork, ensuring they are constantly motivated to continue learning.
Noraddin, E. M., & Kian, N. T. (2014). Academics’ Attitudes toward Using Digital Games for Learning & Teaching in Malaysia. Malaysian Online Journal of Educational Technology, 2(4), 1-21.
The authors state that digital games have evolved to be extremely attractive to gamers, especially students. They spend much of their time playing games for entertainment and pleasure. Despite some teachers rising concerns regarding digital games in classrooms, the introduction of MMORPG has continued across the world. Digital games can offer more knowledge to the students since they fully concentrate on what is provided. According to a study conducted in Malaysian universities, most teachers acknowledged digital games’ purpose. Teachers have had an easy time teaching students since the games offer instructions and appropriate worlds which enable them to conceptualize languages (Noraddin & Kian, 2014). Since playing digital games is seen as a lifestyle, MMORPG equips students with positive attitudes towards language learning in a digital context.
Peterson, M. (2010). Computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulation & Gaming, 41(1), 72-93.
Mark Peterson, the author of the article, argues that computerized games help in simulating language learning in the appropriate educational environments. Through MMORPG, a social-cultural and psycholinguistic approach is developed whereby the simulations incorporated in the method of computer-assisted language learning bring positive impacts to the students. According to influential studies, games and simulations have become valuable opportunities that provide detailed language learning (Peterson, 2010). Additionally, the games are an aspect that helps learners acquire skills to understand other languages that would be beneficial in the future. In a most informal setting, gamers are exposed to English as they engage in the games. Therefore, it is a great opportunity provided by MMORPG to promote language learning inform of enjoyment.
Purushotma, R. (2005). Commentary: You’re not studying; you’re.Language Learning & Technology, 9(1), 80-96.
The author supports the importance of MMORPG by indicating the challenge encountered by language teachers when they teach uninterested students. Most students lack focus in their language learning studies due to the dullness encountered as they conduct their homework primarily on education. Embracing digital games in learning exercises also attracts young students to participate since they begin playing games at a young age. As a result, young children can communicate effectively in the desired language, which is also an easier task for parents to teach their children. Once children learn languages at an early age, it makes it easier to understand other core subjects in the classroom. Importantly games such as “The Sims” are intelligently combined with game data acquired from the English edition containing other languages (Purushotma, 2005). The combination creates a conducive gaming environment that is both educative and entertaining, and less effort is used to facilitate learning.
Rankin, Y. A. (2008). Design and evaluation of Massive Multiplayer Online Role-Playing Games that facilitate second language acquisition (Doctoral dissertation, Northwestern University).
According to the author, MMORPG are serious games that have been developed and promote the acquisition of skills and knowledge which enable students to understand languages effectively. Once meaningful games are designed, it becomes easy for teachers to guide students on using the games to their advantage. However, MMORPG has an interactive design paradigm that helps in integrating the learning gals with game tasks. The games offer prior and posterior knowledge to students, which enable them to identify important modifications for the learning process. Notably, video games as learning tools are important since they create an opportunity where students can learn from their mistakes (Rankin, 2008). Learning language requires students to practice regularly, an activity encouraged by the games. Playing the games enables students to grasp important words that are essential in new languages. Importantly, the game social interactions facilitated the emergence of collaborative behaviors between the native speakers and students learning the new language.
Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi delta Kappan, 87(2), 105-111.
Despite most educators being dismissive of video games in earning, the military, government, and corporations have recognized the importance and the educative power of MMORPG. As a result, most schools have adopted digital games to administer learning, as argued by the authors. The games have been embraced since they have changed how students interact and interpret new content. The video games have an idea into how teachers can create more powerful and new approaches for students to learn in schools and communities. Therefore, better methods to convey information to students have been developed, which is not tiresome or boring. Video games create new cultural worlds which enable students to learn more by integrating social interaction, technology, and thinking (Shaffer et al., 2005). Consequently, MMORPG has become a social, experiential, and epistemological approach that has designed a more comprehensive way of learning based on the power of technology.
Suh, S., Kim, S. W., & Kim, N. J. (2010). Effectiveness of MMORPG‐based instruction in elementary English education in Korea. Journal of computer-assisted learning, 26(5), 370-378.
According to the article, elementary English education is a major learning sector that has benefited from MMORPG. The authors compared the effectiveness of MMORPG with face-to-face instruction offered by teachers and the independent variable to determine its accuracy in a learning context. Notably, the results indicated that students in English classes who used digital games had higher scores than students in physical classes. Therefore, MMORPG significantly helps improve students’ scores in various areas such as reading, writing, and listening. Once students play more digital games, their hearing ability improves are can articulately write down keywords (Suh, Kim & Kim, 2010). Additionally, video games provide network speed for learners and learning motivation, especially lazy students. The report thus indicates that MMORPG plays a significant role in improving English communication skills since most of the games are played in language skills.
Sykes, J. (2009). Learner requests in Spanish: Examining the potential of multiuser virtual environments for L2 pragmatic acquisition. The second generation: Online collaboration and social networking in CALL, 199-234.
The article author Julie Sykes portrays the relevance of multiplayer online role-playing games in acquiring L2 pragmatics. The games consist of user-driven features that have enabled learners to enhance their language learning experience. Playing digital games has largely contributed to second language learning since it allows students to engage in cognitive, affective, behavioral, and perceptual studies. Acquisition of L2 pragmatics requires a student to be highly motivated and be interested in exploring a new language that is not their first language (Sykes, 2009). Digital games also encourage students p foster language socialization and develop a will to communicate with others using the language. Therefore, digital games have become one of the easiest approaches to introduce and foster the teaching of languages in the educational context.
Thomas, M., Reinders, H., & Warschauer, M. (2013). Contemporary computer-assisted language learning: The role of digital media and incremental change. Contemporary computer-assisted language learning, 30-47.
The article has more benefits to the language learning classrooms as it enables students to retail more grammar and vocabulary. The contemporary computer-assisted learning CALL aligns with MMORPG, whereby trident are allowed to watch educational videos and play computer games. As a result, students’ visual learning is enhanced as they see examples on the digital games well illustrated as discussed in the classrooms (Thomas, Reinders & Warschauer, 2013). Secondly, the approach helps promote listening practice which is essential while learning any language. Students can play games with music; hence they listen to the language interested in learning. In some cases, students can emulate the speakers, which help in pronunciation exercises. As a result, they can speak, tread and write languages efficiently.
Thorne, S. L. (2008). Transcultural communication in open Internet environments and massively. Mediating discourse online, 3, 305.
The report by Steven Thorne shows that open internet environments and online gaming have tremendous benefits to the informal setting, which fosters the development and use of a second language. Through online games, effective communication technologies are introduced in learning which caters to a wider historical, demographic and sociological approach. Digital playing games have also contributed to increasing recreational, professional, and interpersonal environments for students to learn and grow and explore a language (Thorne, 2008). Importantly, intercultural communication fostered through the internet introduces a unique and relevant approach to L2 learning. Additionally, the communicative activities offer a meaningful opportunity for students to explore the new language aggressively.
Thorne, S. L., & Reinhardt, J. (2008). “Bridging activities,” new media literacies, and advanced foreign language proficiency. Calico Journal, 25(3), 558-572.
The article shows that MMORPG creates an opportunity whereby educational institutions develop pedagogical models which bridge educational activities. The model focuses on addressing and fostering the advanced proficiency of foreign languages in the emerging information and internet tools. Through digital media, students have understood the need for acquiring language knowledge and other related activities that facilitate social practices. Importantly, digital games offer language awareness principles that help students understand the concept of multiliteracies (Thorne & Reinhardt, 2008). Teachers have also adopted a new way of applying the model, which includes iterative implementation of the observed and collected words. The games have also been active in fostering language learning functions by offering a wide range of communicative exercises in learning conventions.
Thorne, S. L., Black, R. W., & Sykes, J. M. (2009). Second language use, socialization, and learning in Internet interest communities and online gaming. The modern language journal, 93, 802-821.
Language learning has been made convenient through pedagogical experimentation, which facilitates digital media and games to acquire language knowledge. As a result, MMOPRG has been useful in describing and examining the in-class efficacy through the advanced and latest technology to share information with the students. Students can easily learn foreign languages through the games since a platform is created where meaningful interactions with native speakers occur. According to research conducted by the authors, MMORPG enables socialization fostered by sophisticated communicative practices (Thorne, Black & Sykes, 2009). Consequently, students are encouraged to creatively express themselves and utilize all language tools available to learn.
Zheng, D., Young, M. F., Wagner, M. M., & Brewer, R. A. (2009). Negotiation for action: English language learning in game‐based virtual worlds. The Modern Language Journal, 93(4), 489-511.
The authors indicate the importance of chat logs as part of digital games mainly used in the virtual world. Negotiation for action has been active to stimulate interaction and collaboration of native speakers and ESL to help them conceptualize the keywords. Digital media also provides comprehensive resources that make English language acquisition effective. The approach ensures an iterative multilayered framework is utilized to make learning more interesting (Zheng et al., 2009). Importantly, intercultural collaboration has also been introduced to solve any challenges concerning the learning content provided by the games. As a result, students successfully achieve their learning goals since the instructions are simple to understand and follow.
References
Bytheway, J. A. (2011). Vocabulary learning strategies in massively multiplayer online role-playing games.
Connolly, T. M., Stansfield, M., & Hainey, T. (2011). An alternate reality game for language learning: ARGuing for multilingual motivation. Computers & Education, 57(1), 1389-1415.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & gaming, 33(4), 441-467.
Lee, H. G. (2012). ESL learners’ motivation and task engagement in technology enhanced language learning contexts. Washington State University.
Noraddin, E. M., & Kian, N. T. (2014). Academics’ Attitudes toward Using Digital Games for Learning & Teaching in Malaysia. Malaysian Online Journal of Educational Technology, 2(4), 1-21.
Peterson, M. (2010). Computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulation & gaming, 41(1), 72-93.
Purushotma, R. (2005). Commentary: You’re not studying, you’re just… Language Learning & Technology, 9(1), 80-96.
Rankin, Y. A. (2008). Design and evaluation of Massive Multiplayer Online Role Playing Games that facilitate second language acquisition (Doctoral dissertation, Northwestern University).
Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi delta kappan, 87(2), 105-111.
Suh, S., Kim, S. W., & Kim, N. J. (2010). Effectiveness of MMORPG‐based instruction in elementary English education in Korea. Journal of computer assisted learning, 26(5), 370-378.
Sykes, J. (2009). Learner requests in Spanish: Examining the potential of multiuser virtual environments for L2 pragmatic acquisition. The second generation: Online collaboration and social networking in CALL, 199-234.
Thomas, M., Reinders, H., & Warschauer, M. (2013). Contemporary computer-assisted language learning: The role of digital media and incremental change. Contemporary computer-assisted language learning, 30-47.
Thorne, S. L. (2008). Transcultural communication in open Internet environments and massively. Mediating discourse online, 3, 305.
Thorne, S. L., & Reinhardt, J. (2008). “Bridging activities,” new media literacies, and advanced foreign language proficiency. Calico Journal, 25(3), 558-572.
Thorne, S. L., Black, R. W., & Sykes, J. M. (2009). Second language use, socialization, and learning in Internet interest communities and online gaming. The modern language journal, 93, 802-821.
Zheng, D., Young, M. F., Wagner, M. M., & Brewer, R. A. (2009). Negotiation for action: English language learning in game‐based virtual worlds. The Modern Language Journal, 93(4), 489-511.
write