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Multiuser Digital Games as Sites for Research and Practice

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Directions and Prospects for Educational Linguistics

Part of the book series: Educational Linguistics ((EDUL,volume 11))

Abstract

Digital games are significant for language learning not only as potentially useful new tools within the confines of traditional foreign language contexts, but more importantly, as new semiotic and cultural environments that construct, and are constructed by, social practices. In this chapter, we explore multiuser games as ontologically new social practices that warrant attention within the scope of language learning. In doing so, we specifically address two types of multiuser digital games—multiplayer online games (MMOGs) and synthetic immersive environments (SIEs)—and their role in research and practice. In terms of research, we suggest goal orientation and social consequence as two especially meaningful elements of multiuser digital games for language learning. We then highlight ways multiuser digital games might be meaningfully considered in educational practice. This includes a discussion of task-based approaches as well as literacy development.

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Notes

  1. 1.

    Game examples are taken from the top rated games by users in each category. These are dynamic results that change based on new releases, platforms, and the communities of use surrounding them. For real time rankings, see http://www.gamespot.com/games.html.

  2. 2.

    We would like to caution against positioning ‘serious’ games as more valuable than ‘entertainment’ games since both can have an impact on learning in different areas.

  3. 3.

    Thorne et al. (2009) also discusses language socialization and second language use, as well as development in online spaces (e.g., fan fiction, diaspora communities; see also Thorne 2009).

  4. 4.

    Due to the scarcity of direct empirical research in the area of digital games and language learning, we suggest this chapter be viewed as a ‘call to arms’—a starting point for researchers and practitioners in this area.

  5. 5.

    See Castronova (2001, 2007) and Steinkuehler (2008) for discussion.

  6. 6.

    Although, sometimes, the rules are flaunted.

  7. 7.

    For a summary of the various types of game and simulation possibilities, see Aldrich (2005), Prensky (2001), and Sawyer and Smith (2008).

  8. 8.

    Sawyer and Smith (2008, p. 26) further classify multiplayer games into four categories: (1) multiplayer games (one to four players), (2) multiplayer tournament (eight to 64 players), (3) massive multiplayer shared (1,000–10,000), and (4) massive multiplayer grid (everyone).

  9. 9.

    It is important to note that the technical capability of synchronous communication does not automatically guarantee the existence of collaboration and interaction between users.

  10. 10.

    Wow is currently the most popular MMOG, which topped 18 million worldwide subscriptions in 2008 (mmogchart.com).

  11. 11.

    While there are numerous games that have been created for learning purposes in a variety of fields (see Sawyer and Smith 2008 for a complete categorization), there are only three that have been designed specifically for language learning—Croquelandia, Zon, and Tactical Iraqi/Pashtu/French.

  12. 12.

    We agree with Aarseth’s assertion that playing the game of study is critical for educational and applied linguists wishing to do research in this area or implement digital games in the classroom.

  13. 13.

    In most cases, these quests are designed to be impossible without the support of a well-balanced group that requires ongoing negotiation of roles and gameplay practices by both experienced and new players.

  14. 14.

    See Bryant (2006) for the only other empirical work examining L2 learning in MMOG contexts.

  15. 15.

    The cost of World of Warcraft, the most popular MMOG, is estimated at $65 million.

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Author information

Authors and Affiliations

  1. University of New Mexico, Albuquerque, USA

    Julie M. Sykes

  2. University of Arizona, Tucson, USA

    Jonathon Reinhardt

  3. Portland State University, Portland, USA

    Steven L. Thorne

  4. University of Groningen, Groningen, Netherlands

    Steven L. Thorne

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  1. Julie M. Sykes
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  2. Jonathon Reinhardt
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  3. Steven L. Thorne
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Editors and Affiliations

  1. Dept. Bicultural-Bilingual Studies, University of Texas, San Antonio, UTSA Circle 1, San Antonio, 78249, USA

    Francis M. Hult

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Sykes, J.M., Reinhardt, J., Thorne, S.L. (2010). Multiuser Digital Games as Sites for Research and Practice. In: Hult, F. (eds) Directions and Prospects for Educational Linguistics. Educational Linguistics, vol 11. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9136-9_8

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