Digital gaming and second language development: Japanese learners interactions in a MMORPG

Massively multiplayer online role-playing games (MMORPGs) are identified as valuable arenas for language learning, as they provide access to contexts and types of interaction that are held to be beneficial in second language acquisition research. This paper will describe the development and key features of these games, and explore claims made regarding their value as environments for language learning. The discussion will then examine current research. This is followed by an analysis of the findings from an experimental qualitative study that investigates the interaction and attitudes of Japanese English as a foreign language learners who participated in MMORPG-based game play. The analysis draws attention to the challenging nature of the communication environment and the need for learner training. The findings indicate that system management issues, proficiency levels, the operation of affective factors, and prior gaming experiences appeared to influence participation. The data shows that for the intermediate learners who were novice users, the interplay of these factors appeared to restrict opportunities to engage in beneficial forms of interaction. In a positive finding, it was found that the intermediate and advanced level participants effectively utilized both adaptive and transfer discourse management strategies. Analysis reveals they took the lead in managing their discourse, and actively engaged in collaborative social interaction involving dialog in the target language. Participant feedback suggests that real time computer-based nature of the interaction provided benefits. These include access to an engaging social context, enjoyment, exposure to new vocabulary, reduced anxiety, and valuable opportunities to practice using a foreign language. This paper concludes by identifying areas of interest for future research. Keywords: Computer ass i s ted language l earning (CALL), dig i ta l gaming, interact ion, MMORPG. There has been an increasing interest expressed in the literature on literacy and computer assisted language learning, of the opportunities for learning provided by digital games (Kam, Kumar, Jain, Mathur & Canny, 2009; Ang & Zaphiris, 2008). Early research in this area conducted by computer-assisted language learning researchers explored the use of stand-alone games (Coleman, 1990; Taylor, 1990). This work, though limited in scope, indicated that participation in gaming offers benefits for language learners (Garcia-Carbonell, Rising, Montero & Watts, 2001). Although research in this area continues (Anderson, Reynolds, Yeh & Huang, 2008; Dehaan, Reed & Kuwada, 2010; Piirainen-Marsh & Tainio, 2009), rapid advances in gaming technologies and the dramatic expansion of the Internet have enhanced the development of network-based role-playing games. In recent years, the emergence of these environments has stimulated interest in network-based gaming within the computer assisted language learning research community. Researchers claim that the communication environments provided by MMORPGs present valuable opportunities for language development (Peterson, 2010b; Throne, Black & Sykes, 2009). Before examining these claims, this discussion will first focus on providing an overview of the development and key features of MMORPGs. Development and key features of MMORPGs Digital gaming and second language development 57 The development of MMORPGs was influenced by early online adventure games known as MUDs (multi-user dungeons). These network-based games provide access to desktop virtual realities where each player adopts an online character. This entity engages in structured and purposeful interaction involving role-play, problem solving, and strategy development within the context of a persistent virtual world that is based on a fantasy theme. Users can traverse virtual space, communicate in real time with other players, receive assistance from non-player agents, and manipulate virtual objects through the use of typed commands (Bartle, 2003). In MUDs, the ultimate goal of the game, progression through the game user hierarchy to higher levels of status, is achieved in part, through the successful completion of game tasks popularly known as quests, which frequently require teamwork between players with common goals (Nardi & Harris, 2006). The achievement of other in-game activities essential to character status development such as, for example, solving puzzles, engaging in battle, accumulation and trading of virtual commodities, frequently take place within the context of membership of game-based social organizations known as guilds. Guilds are complex social organizations based on the collaborative relationships developed through the teamwork and alliance formation that are required to successfully undertake complex higher-level game tasks. In guilds, experienced members discuss strategies both in-game and on game-specific chat forums. These groups further provide novice users with opportunities to develop their gaming skills through play and collaboration with more experienced players. The MUD concept has developed a stage further with the emergence of MOOs (multi-user domains object-orientated). These programmable databases enable individual users to engage in content creation within a browser-based MUD world (Hayes & Holmevik, 2001). The features of MUDs and MOOs described above have been incorporated into contemporary MMORPGs. MMORPGs provide players with access to theme-based virtual worlds, real time communication through text chat, opportunities for role-play, guild membership, status advancement, problem solving, and content creation. Moreover, they further utilize recent developments in computer technologies. The use of text chat has been supplemented with voice communication tools. Users of MMORPGs are provided with access to rich 2D and 3D virtual worlds that incorporate realistic high quality graphical interfaces. Text-based characters have been superseded by user controlled individual virtual agents known as avatars. These graphical user embodiments are fully customizable and player controlled. The literature indicates that avatars facilitate a high degree of immersion and emotional investment (Svensson, 2003). They also enhance role-play, telepresence, communication, and the process of community formation between players (Peterson, 2006). Designers have taken advantage of the expansion of the Internet and the emergence of portable communication devices such as tablet computers and smart phones, to increase the scope of network-based gaming. Large numbers of players may now access the most popular MMORPGs such as World of Warcraft (Blizzard Entertainment, 2004) from mobile devices, and can interact with players located in different countries and continents. Players are thus provided with access to a growing and highly diverse user community. The powerful combination of communication tools provided by MMORPGs, coupled to the opportunities they offer for purposeful and highly engaging social interaction with a wide range of native speakers in the target language, have led to claims that they present optimal environments for computer assisted language learning (Bryant, 2006; Peterson, 2010a). The discussion will now examine claims made from a