Bella Noche, the wood-elf priestess, wanders through
the forests of Antonica. After months of training, she finally feels
comfortable strolling through the territory unaccompanied. She has mined ore,
rehearsed healing rituals, and defeated countless gnolls and Turian sentries in
battle. She has even joined the hallowed ranks of the guild known as The
Her guildmate Rodge has traveled beyond the kingdom to
explore the Thundering Steppes. The noble Kerran looks like a tiger, but walks
upright like "Puss in Boots." He travels with an impish blue-skinned amphibian
named Exorcimus. The kindly frog makes a pleasant companion, but his poor sense
of direction is legendary throughout the land.
And then class is over. It's 9:30 p.m. on a Wednesday
in April, and it is time for these Trinity students to go back to their dorms
and finish their other homework. Bella Noche (who goes by the name of Megan in
this reality), Rodge (Nick), and Exorcimus (Manny), have reading to do and
papers to write.
I should know. I'm their professor.
For the past four months, 15 communication students
have been exploring Everquest II
on the role-playing server Antonia Bayle. When class is in session, these
students are apprentice adventurers and apprentice communication researchers.
Fully trained in the ethical principles that guide social-science research,
each student is pursuing a different question that will be answered through a
combination of quantitative and qualitative research methods.
"How are online guild structures similar to
fraternities and sororities?" asks Chris (the real-life president of a Greek
organization on campus).
Jason wants to know about dreams, Matt and Travis care
about regulatory structures, Kathryn is concerned about violence, and Sarah is
fascinated by the lure of evil behavior.
For most of these students, it is the first time that
they have undertaken a research project of this scope. And, since reciprocity
is an important obligation for every researcher, they have promised to make
their papers available on-line when the semester is finished. I keep warning
the students that there will be an audience for their work, but they seem
skeptical. After all, who really reads term papers?
Flash forward to the present day, and ask Rodge if
anyone reads these papers. Within the first few weeks, more than 1,350 people
downloaded copies of his paper on "aesthetics and sexual gratification in
virtual worlds." His work was covered by The
Guardian UK, and he was invited to expand his paper into an article
in American Sexuality Magazine.
Or, speak with Bella Noche about the outcome of her
paper entitled "Elves and faeries in the hospital: Virtual worlds to affect the
quality of life among child oncology patients." Megan is convinced that virtual
worlds can improve the quality of life for children with cancer, and she is
starting a nonprofit organization that will make this a reality.
As Megan explains, "The characters created by cancer
patients can provide an outlet for children to run and jump and have long hair
- whatever their wish may be. A virtual world can cater to dreams and
fantasies. It can be an environment for them to gain confidence and escape
their reality for a little while."
Or, you might want to chat with Exorcimus (Manny), the
direction-impaired frog who hopes to someday use virtual worlds such as Second Life to teach math or science at
the high-school level. As he notes in the introduction to his paper, these
virtual worlds are a "sleeping giant in education."
And this, really, is the key point. Virtual worlds have
enormous potential as a teaching tool and experiments such as this one are
unfolding on campuses across the country.
At Ball State University, Sarah ("Intellagirl") Robbins
uses Second Life to teach a
section of a core-curriculum English class. At Bradley University, Professor Ed
Lamoureaux is preparing to use Second Life
to lead a three-work course on digital research methods.
Virtual worlds will never replace face-to-face
interaction, but they might encourage instructors to reconsider the practices
that unfold within the traditional classroom. For example, most of the courses
described above are premised on something known as "situated learning." The
idea is that students will gradually acquire knowledge through a process of
apprenticeship in a broader community of practice.
By their very nature, virtual worlds nurture these
types of communities. Interaction, cooperation, and knowledge-sharing are
central to their enjoyment. This approach stands in marked contrast to dominant
approaches. Learning is sometimes viewed as a highly individualized activity
that stops at the classroom door. Even today, many teachers discourage students
from collaborating on homework assignments, viewing such behavior as
University administrators should be commended for
allowing these online experiments to take place, and companies like Linden Lab
(the force behind Second Life)
should be lauded for their dedication to supporting the educational community.
The virtual classroom is here to stay, and the doors
are always open. Isn't it time that you stopped by to see what you've been
To find copies of the student papers,
visit the search engine of your choice and type "trinity MMO papers." To track
down information about courses offered in Second Life, visit the same search engine and type "nmc second