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Exploring The Effectiveness Of Online Role-play Gaming In The Acquisition Of Complex And Tacit Knowledge
53rd Annual IACIS International
Conference San Juan, Puerto Rico,
October 2-5, 2013
Christian WagnerVictor DibiaCity University ofHong Kong
• Interesting and captivating
• Useful skills?
• Only “how to” in the game world?
• Knowledge complexity
• Knowledge tacicity
• Difficulty in learning?
• Need for chauffeuring?
Role Playing Games are a genre of computer games where players achieve
• Class of games
• Thousands to Millions of concurrent users
• Playing against each other (PvP) or against the environment (PvE)
• Assume a role (purposeful play)
• Persistence and progression
• Social interaction
Massively Multi-player Online Role Playing
Games
• Immersive 3D MMPORG – assume a character
• PVE/PVP – “cleanse Azeroth”
• Expertise points and levels (non-linear) for solving quests (and learning)
• Most successful MMPORG of all time
– Over 10 million subscribers (peak)
– 62% market share (peak)
• “You play World of Warcraft? You’re hired!”(Brown and Thomas 2006)
PLAN(PLAN)Multiple cause-effect steps whichlead to achievement of a goal
Cause-effect (CE)hat happens when you ….
Concept (CON)Status information, non – physical
Physical Object Attribute (POA)Attributes of physical objects
Physical Object (PO)Questions about physical items …
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Explicit -- Simple
Complex -- Tacit
(Complex) Knowledge
acquisition can be difficult
and has a steep learning
curve.
What would be the effect of an initial period of
“limited demonstration” chauffeuring on
knowledge acquisition and task completion ?
n Task 1 Task 2 Post Experiment
Group 1 15 ChauffeuredSelf
ManagedQuestionnaire
Group 2 20 Self-Managed
35 participants recruited by word of mouth and email, randomly assigned to two groups.
Briefing Task 1 Task 2 Questionnaire De-briefing
Role Playing Games are a genre of computer games where players achieve
What weapon
did your character wield ?
SK CK t p Completion Rate
All Subjects Mean 0.8086 0.5571 5.196 .000
Std.Dev 0.1792 0.1764
n 27 27
Chauffeured Mean0.8413 0.5000
5.531 .000 100%
Std.Dev0.1475 0.1775
n14 14
Self-managed Mean0.7735 0.6186
2.128 .027 65%
Std.Dev0.2084 0.1594
n13 13
1 hour long experiment.
27 out of 35 participants completed the tasks in the experiment.
• 85% recall rates for simple knowledge vs.55% for complex knowledge.Do players know more than they can tell? Can this be related to the organizational setting via serious games ?
• 65% completion rates for self-managed players vs. 100% for chauffeured playersFor complex games, an initial chauffeuring effort leads to better performance outcomes.
1. Ju, E., & Wagner, C. (1997). Personal Computer Adventure Games : Their Structure, Principles and Applicability for Training. The Database for Advances in Information Systems, 28(2), 78-92.
2. Hirumi, M., & Kebritchi, A. (2008). Examining the pedagogical foundations of modern educational computer games. Computers & Education, 1729–1743.
3. Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford: Oxford University Press.
4. Yee, N. (2006). The Demographics, Motivations, and Derived Experiences of Users of Massively Multi-User Online Graphical Environments. Presence: Teleoperators and Virtual Environments, 309 -329.