P. G. Schrader

Defining the virtual self: Personality, behavior, and the psychology of embodiment

Although researchers have discussed the existence of a virtual self, or embodiment of human characteristics within an avatar, little known about how the virtual self influences a players behavior within a virtual environment. To better understand this relationship, World of Warcraft game players were asked to complete personality-rating scales for both themselves and their avatars. In addition, in-world behavior was recorded and then analyzed using a behavioral assessment checklist. Results suggested a relationship between personality and behavior within the domain of agreeableness. Based on these findings, the researchers discuss implications for the construct known as the virtual self, as well as the inclusion of psychological systems design into the overall game design process.

Acquisition of Information Online: Knowledge, Navigation and Learning Outcomes:

Research suggests that the World Wide Web (WWW) represents the intersection of at least two domains: content and technology. This investigation was designed to examine the relationship between prior knowledge and WWW browsing outcomes (i.e., navigation behavior and knowledge gain) within the context of a genetics Web site. Students randomly assigned to a treatment group were given a prereading activity designed to increase their prior knowledge within the domain of genetics. This group demonstrated significantly higher learning outcome scores than students in the control group. The treatment group also spent more time browsing, viewed more multimedia resources, and utilized more in-text embedded links. These results and others are interpreted in terms of instructional decisions and recommendations for future research.

A sense of self: The role of presence in virtual environments

Several factors contribute to an individuals experiences in computer-based environments. Previous research shows one such factor, the degree to which users feel connected to a virtual environment, influences the actions of individuals within the environment (Banos et al., 2008; Welch, 1999). Additional factors, such as peoples personality and the personality of their avatar, influence behaviors in virtual environments (McCreery, Krach, Schrader, & Boone, 2012). The current study focused on the role of presence as it affects behavior within the virtual environment. Presence has been defined as the psychological state where virtual experiences feel authentic. However, the degree to which presence acts as a mediating variable in virtual environments is not well understood. The current study employed a combination of survey instruments and direct observation to explore the relationships among personality of self and avatar, presence, and behaviors within a virtual environment. Findings indicated that participant scores in the domain of agreeableness were a significant predictor of agreeable behavior in the virtual environment. However, with the exception of negative effects (e.g., dizziness), presence does not appear to influence behavior. Overall implications for these findings are discussed.

Navigating Massively Multiplayer Online Games: Evaluating 21st Century Skills for Learning within Virtual Environments

There is a substantial and growing interest in immersive virtual spaces as contexts for 21st century skills like problem solving, communication, and collaboration. However, little consideration has been given to the ways in which users become proficient in these environments or what types of target behaviors are associated with 21st century skills. As a result, this exploratory study (n = 16) applied systematic direct observations to examine differences in expert and novice behaviors as they interact within the World of Warcraft (WoW). Trend analyses showed clear differences associated with the users level of expertise. In addition, significant differences were found in variables associated with social and spatial attunement to WoW across three points in time. Based on these findings, researchers discuss implications associated with 21st century skills, broader educational applications of these findings, and future avenues for research.

Are All Games the Same

Researchers have lauded games for their ability to promote situated activity, problem solving, and collaboration. Unfortunately, the characteristics of games vary widely (e.g., content, graphics, technological affordances). Some games constrain player’s experience to a left to right narrative experience (e.g., Mario Brothers) while others immerse the user in a 3D environment with thousands of peers (e.g., EverQuest). Each game is developed using different paradigms, tools, and underlying models; each provides distinct opportunities for learning. However, decades of research has documented that learning benefits are best achieved when we design technology to be closely integrated with objectives for learning and student and teacher interactions. It follows that effective assessment practices must take pedagogical objectives, environment characteristics, and learning affordances into account. As a result, this chapter examines three separate games, educational activities associated with those games, and the distinct assessment approaches involved. Informed by a learning sciences framework and Schrader’s (AACE J 16(4):457–475, 2008) model of technology and learning, we examine assessment of knowledge and skill acquisition as a result of learning from game content in BrainAge2, performance assessment and learning with SPORE, and direct observation assessment strategies when exploring the cognitive and behavioral interactions situated in the World of Warcraft. In each example, we outline the salient properties of these games, the pedagogical implications for learning, and the assessment philosophies and practices they imply.