Skip to main content

Advertisement

SpringerLink
Log in

The acquisition of skill and expertise in massively multiplayer online games

  • Development Article
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

Educational learning environments have changed dramatically in the last 20 years. Advances in technology have enabled the World Wide Web and a sundry of other tools. In response, many researchers have argued that one way to understand learning in a complex world is to examine user interactions within Massively Multiplayer Online Games (MMOGs) [Gee (2003). What video games have to teach us about learning and literacy. New York: Palgrave/St. Martin's; Squire (2003). Educational Researcher, 35(8), 19–29; Young, Schrader, & Zheng, 2006]. However, few empirical investigations have explored MMOGs as a context for learning. As a result, a 20-item, Likert-type instrument was administered to 2140 participants who actively play MMOGs. Items were designed to measure players’ gaming experiences as they developed requisite skill sets and learned game content. Specifically, this investigation examined how participants’ age ranges and levels of expertise relate to behaviors, strategies, and skills exhibited with an MMOG environment. Although results are not necessarily conclusive, implications for understanding gaming expertise in contemporary educational environments are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

References

  • Alexander, P. A., Sperl, C. T., Buehl, M. M., Fives, H., & Chiu, S. (2004) Modeling domain learning: Profiles from the field of special education. Journal of Educational Psychology, 96(3), 545–557.

    Article  Google Scholar 

  • Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.

    Article  Google Scholar 

  • Bailey, C. (2006). China’s full-time computer gamers. BBC News. http://news.bbc.co.uk/2/hi/business/5151916.stm.

  • Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making Learning Fun: Quest Atlantis, A Game Without Guns. Educational Technology Research & Development, 53(1), 86–107.

    Article  Google Scholar 

  • Bartle, R. (n.d.). Hearts, Clubs, Diamonds, Spades: Players Who Suit MUDS. Online: http://mud.co.uk/richard/hcds.htm .

  • Berieter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Peru, IL: Open Court Publishing.

    Google Scholar 

  • Bransford, J. D., Brown, A. L., & Cocking, R. R., (2000). How people learn: brain mind experience and school. Washington, D.C.: National Academic Press.

    Google Scholar 

  • Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1, 629–637.

    Google Scholar 

  • Choi, M. (2006). Communities of practice: An alternative learning model for knowledge creation. British Journal of Educational Technology, 37(1), 143–146.

    Article  Google Scholar 

  • Day, E. A., Arthur, W., & Gettman, D. (2001). Knowledge structures and the acquisition of complex skill. Journal of Applied Psychology, 85(5), 1022–1033.

    Article  Google Scholar 

  • Din, F. S., & Calao, J. (2001). The effects of playing educational video games on kindergarten achievement. Child Study Journal, 31(2), 95–102.

    Google Scholar 

  • Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquistion. American Psychologist, 49(8), 725–747.

    Article  Google Scholar 

  • Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.

    Article  Google Scholar 

  • Entertainment Software Association (2006). Essential facts about the computer and video game industry. Retrieved January 11, 2007, from http://www.theesa.com/facts/index.php.

  • Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave/St. Martin’s.

    Google Scholar 

  • Gentile, D. A., Lynch, P. J., Linder, J. R., & Walsh, D. A. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27, 5–22.

    Article  Google Scholar 

  • Glaser, R., Chi, M. T. H., & Farr, M. J. (1988). The nature of expertise. New Jersey: Erlbaum, Hillsdale.

    Google Scholar 

  • Grabe, M., & Dosmann, M. (1988). The potential of adventure games for the development of reading and study skills. Journal of Computer-Based Instruction, 15(2), 72–77.

    Google Scholar 

  • Grabinger, S. R., Dunlap, J. C., Duffield, J. A. (1997) Rich environments for active learning in action: problem-based learning. ALT-J. Journal of the Association for Learning Technology, 5(2), 5–17.

    Google Scholar 

  • Greenfield, P. M., Brannon, C., & Lohr, D. (1994). Two-dimensional representation of movement through three-dimensional space: The role of video game expertise. Journal of Applied Developmental Psychology, 15, 87–103.

    Article  Google Scholar 

  • Grice, J. W. (2001). Computing and evaluating factor scores. Psychological Methods, 6, 430–450.

    Article  Google Scholar 

  • Harper, E. (2006, September). World of Warcraft hits 7 million subscribers. Joystiq. Retrieved January 11, 2007 from http://www.joystiq.com/2006/09/07/world-of-warcraft-hits-7-million-subscribers/.

  • Jonassen, D. H. (2000). Computers as mindtools for schools: engaging critical thinking (2nd ed.). Upper Saddle River, NJ: Merrill.

    Google Scholar 

  • Jonassen, D. H. (2006). Modeling with Technology: Mindtools for Conceptual Change (3rd ed.). Upper Saddle River, NJ: Pearson.

    Google Scholar 

  • Kafai, Y. B. (1996). Electronic play worlds: Gender differences in children’s construction of video games. In Y. Kafai & M. Resnick (Eds.), Constructivism in practice: Designing, thinking, and learning in a digital world (pp. 97–123). Mahwah, NJ: Erlbaum.

  • Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20, 141–151.

    Article  Google Scholar 

  • Kennedy, C. H., & Souza, G. (1995). Functional analysis and treatment of eye poking. Journal of Applied Behavior Analysis, 28(1), 27–37.

    Article  Google Scholar 

  • Krauss, W. H. (1981). Using a computer game to reinforce skills in addition to basic facts in second grade. Journal for Research in Mathematics Education, 12(2), 152–155.

    Article  Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Google Scholar 

  • Lawless, K. A., Schrader, P. G., & Mayall, H. J. (in press). Acquisition of Information Online: Knowledge, Navigational Strategy and Learning Outcomes. Journal of Literacy Research.

  • Lawrence, V., Houghton, S., Tannock, R., Graham, D., Durkin, K., & Whiting, K. (2002). ADHD outside the laboratory: Boys’ executive function performance on tasks in videogame play and on a visit to the zoo. Journal of Abnormal Child Psychology, 30(5), 447–462.

    Article  Google Scholar 

  • Malouf, D. B. (1987). The effect of instructional computer games on continuing student motivation. The Journal of Special Education, 21(4), 27–38.

    Article  Google Scholar 

  • Mane, A. M., Adams, J. A., & Donchin, E. (1989). Adaptive and part: Whole training in the acquisition of a complex perceptual-motor skill. Acta Psychologica, 71, 179–196.

    Article  Google Scholar 

  • Millar, A., & Navarick, D. J. (1984). Self-control and choice in humans: Effects of video game playing as a positive reinforcer. Learning and Motivation, 15, 203–218.

    Article  Google Scholar 

  • Mitchell, T. J. E., Chen, S. Y., Macredie, R. D. (2005). Hypermedia learning and prior knowledge: Domain expertise vs. system expertise. Journal of Computer Assisted learning, 21, 53–64.

    Article  Google Scholar 

  • Murphy, P. K., & Alexander, P. A. (2002). What counts? The predictive powers of subject-matter knowledge, strategic processing, and interest in domain-specific performance. The Journal of Experimental Education, 70(3), 197–214.

    Article  Google Scholar 

  • Salguero, R. A., & Moran, R. M. (2002). Measuring problem video game playing in adolescents. Addiction, 97, 1601–1606.

    Article  Google Scholar 

  • Schrader, P. G. (2004). Games in education: Beyond arousal, aggression, and gender. Proceedings of International Conference on Education and Information Systems, 2004, 207–212.

    Google Scholar 

  • Schrader, P. G. (in press). Learning in technology: Reconceptualizing immersive environments. AACE Journal.

  • Schrader, P. G., & McCreery, M. (2006, June). How Did You Get so Good? An Investigation of Expertise in the World of Warcraft. Paper presented at the Games, Learning, and Society Conference, June 15–16, 2006, Madison, WI.

  • Schrader, P. G., Zheng, D. P., & Young, M. F. (2006). Teachers’ perceptions of video games: MMOGs and the future of preservice teacher education. Innovate, 2(3). Retrieved January 11, 2007, from http://www.innovateonline.info/index.php?view=article&id=125.

  • Shaw, R., Grayson, A., & Lewis, V. (2006). Inhibition, ADHD, and computer games: The inhibitory performance of children with ADHD on computerized tasks and games. Journal of Attention Disorders, 8(4), 160–168.

    Article  Google Scholar 

  • Sherry, J. (2001). The effects of violent video games on aggression: A meta-analysis. Human Communication Research, 27(3), 409–431.

    Google Scholar 

  • Solomon, G., Perkins, D. N., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20(4), 2–9.

    Google Scholar 

  • Squire, K.D. (2003). Video games in education. International Journal of Intelligent Simulations and Gaming, 2 (1). Retrieved January 11, 2007, from http://cms.mit.edu/games/education/pubs/IJIS.doc.

  • Squire, K. D. (2006). From content to context: Videogames as designed experiences. Educational Researcher, 35(8), 19–29.

    Article  Google Scholar 

  • Steinkuehler, C. A. (2006). Why game (Culture) studies now? Games and Culture, 1(1), 97–102.

    Article  Google Scholar 

  • Steinkuehler, C. A. (2005). The new third place: Massively multiplayer online gaming in American youth culture. Tidskrift Journal of Research in Teacher Education, 3, 17–32.

    Google Scholar 

  • Stevens, J. (1996). Applied multivariate statistics for the social sciences (3rd ed.). Mahwah, New Jersey: Lawrence Earlbaum Associates.

  • Subrahmanyam, K., & Greenfield, P. M. (1994). Effect of video game practice on spatial skills in girls and boys. Journal of Applied Developmental Psychology, 15, 13–32.

    Article  Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). NY: Harper Collins.

  • Thomas, D., & Brown, J. S. (2007). The play of imagination: Extending the literary mind. Games and Culture, 2(2), 149–172.

    Article  Google Scholar 

  • Webber, R., Ritterfeld, U., & Mathiak, K. (2006). Does playing violent video games induce aggression? Empirical evidence of a functional magnetic resonance imaging study. Media Psychology, 8, 39–60.

    Article  Google Scholar 

  • Yee, N. (2006). The demographics, motivations and derived experiences of users of massively-multiuser online graphical environments. PRESENCE: Teleoperators and Virtual Environments, 15, 309–329.

    Article  Google Scholar 

  • Young, M. (2004). An ecological description of video games in education. Proceedings of the International Conference on Education and Information Systems Technologies and Applications (EISTA), Orlando, FL, July 23. http://web.uconn.edu/myoung/EISTA04Proceed.pdf (accessed February 10, 2006).

  • Young, M. F., Schrader, P. G., & Zheng, D. P. (2006). MMOGs as learning environments: An ecological journey into Quest Atlantis and the Sims Online. Innovate, 2(4). http://www.innovateonline.info/index.php?view=article&id=66 (accessed March 20, 2006).

Download references

Author information

Authors and Affiliations

  1. Educational Technology, Department of Curriculum and Instruction-CEB340, College of Education, University of Nevada, Las Vegas, Las Vegas, NV, 89154, USA

    P. G. Schrader

  2. Learning and Technology, Department of Educational Psychology, College of Education, University of Nevada, Las Vegas, Las Vegas, NV, 89154, USA

    Michael McCreery

Authors
  1. P. G. Schrader
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Michael McCreery
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to P. G. Schrader.

Appendix A

Appendix A

   
Full size table

Rights and permissions

Reprints and permissions

About this article

Cite this article

Schrader, P.G., McCreery, M. The acquisition of skill and expertise in massively multiplayer online games. Education Tech Research Dev 56, 557–574 (2008). https://doi.org/10.1007/s11423-007-9055-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11423-007-9055-4

Keywords

Search

Navigation