Abstract:

Research into game-based virtual worlds has been inseparable from lively debates about the implications for learning and teaching (Gee 2003; Sheehy et al. 2010; Freitas and Maharg 2011). An increasing number of studies investigate the use of virtual worlds for learning at higher education and the work place (Wankel and Kingsley 2009; Reeves and Read 2009). While serious games and simulations have gained traction, it has been difficult to extend the experience into formal educational practice. For a number of reasons, such as test-driven curricula and the lack of online safety, existing research on students and teachers at the early secondary school level has focused on the empirical study of the efficacy of game-based approaches (Squire and Patterson, 2011) and approaches to integration of existing games into the curriculum (Furguson and Sheehy, 2010). This study discusses the research and development of a game-based virtual world for English language learning aimed at engaging Chinese secondary school students.

During the six months of close collaboration between 3D Avatar School and a school in southern China, educational action research was undertaken by the researcher. More than 280 students, four key teachers and a number of stakeholders both at the school and the development company participated in the action research. Using the model of iterations proposed by McNiff and Whitehead (2010), the study analysed over 80 hours of virtual play, accompanied by focused discussions, surveys and observational data collection. This paper presents the results of the action research with regard to virtual class dynamics and the roles of the teacher in a game-based multi-user environment. It also shares the experience of the iterative development of the virtual environment and games that can facilitate learning and teaching.

References:
Gee, J. P. (2003). What Video Games Have to Teach Us about Learning and Literacy. New York: Palgrave Macmillan
McNiff, J. and Whitehead, J. (2010). You and Your Action Research Project. 3rd ed. New York: Routledge
Reeves, B. and Read, J. L. (2009) Total Engagement: Using Games and Virtual Worlds to Change the Way People Work and Businesses Compete. USA: Harvard Business Press
Freitas, S. and Maharg, P. (Eds.) (2011). Digital Game Design and Learning. London: Continuum International Publishing
Furguson, R. and Sheehy. K. (2010). Learning Together and Alone in Virtual Worlds. In Virtual Worlds: Controversies at the Frontier of Education. K. Sheehy, R. Ferguson et al. New York: Nova Science Publishers. pp. 143-157
Sheehy, K., Ferguson, R. and Clough G. (Eds.) (2010). Virtual Worlds: Controversies at the Frontier of Education. New York: Nova Science Publishers
Squire, K. and Patterson, N.J. (2011). Games and Simulations in Informal Science Education. Ch.9 In Digital Game Design and Learning. S. Freitas and P. Maharg (Eds.) London: Continuum International Publishing. pp. 200-225
Wankel, C. and Kingsley, J. (Eds.) (2009). Higher Education in Virtual Worlds: Teaching and Learning in Second Life. UK: Emerald Group Publishing

Keywords:

Game-based, virtual worlds, teacher roles, secondary school, China.