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The Efficacy of Massive Multiplayer Online Role-Playing Games (MMORGs) for Second Language Acquisition
PROCEEDINGS

, University of South Alabama, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Problem-based learning (PBL) in simulated environments such as massive multiplayer online role-playing games (MMORGs) offers a variety of language-based scenarios with nonplaying characters providing model language support for cultural, vocabulary, and literacy development. Gaming provides situated learning of content in a PBL format (Brown, Collins, & Duguid, 1989). This review focuses on the use of commercial MMORGs (not specifically created for ELLs) combined with English language support material to determine whether they are an effective strategy for language learning. Games discussed include Ever Quest 2, Minecraft, The Sims, The Nori School, and World of Warcraft.

Citation

Rogers, S. (2014). The Efficacy of Massive Multiplayer Online Role-Playing Games (MMORGs) for Second Language Acquisition. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 1685-1692). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 7, 2020 from .

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Cited By

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  • Exploring the Rules of the Game: Games in the Classroom, Game-Based Learning, Gamification, and Simulations

    Jana Willis, University of Houston-Clear Lake, United States; Spencer Greenhalgh, Michigan State University, United States; Larysa Nadolny, Iowa State University, United States; Sa Liu, University of Texas, United States; Tugce Aldemir, Penn State World Campus, United States; Sandra Rogers, University of South Alabama, United States; Monica Trevathan, Tietronix Software, United States; Susan Hopper, Pedagogical Balance of Effective Learning, United States; Wendy Oliver, Thrivist, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 475–480

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