Chapter 7 – Conclusions and recommendations

In this study I set out to investigate if creating a multiplayer classroom (Sheldon, 2012) could make a positive difference to the learning experience and the behaviour of my students. The findings of my study suggest that implementing elements from games can help to reduce the occurrence of negative behaviour, encourage students to persevere with difficult tasks, increase motivation and engagement, and support social learning through teamwork; seeing the students working together in teams and participating more in class was encouraging. The students responded positively to the XP; there was a noticeable decrease of ‘negative traits’ and the number of students who completed missed work/tests during breaks was surprising. 

The findings support the idea that games can help to build stronger social bonds (Gee, 2007; McGonigal, 2011) and foster reciprocal respect for other players (Curry, 2010; McGonigal, 2011), which in turn can create a positive class atmosphere. The ability to learn with and from others is an important aspect of MMORPGs (Griffiths & Davies, 2002; Whitton, 2009) and both MG1 and MG2 responded positively to working in teams. I observed a noticeable increase in collaboration and students supporting and encouraging one another, supporting the theory that teamwork acts as scaffolding for other students (Dickey, 2006; Gee, 2007). The findings also support the idea that games fulfil our desire for intrinsic reward (McGonigal, 2011) and challenge (Malone, 1980; Greenfield, 1984; Newman, 2004; Gee, 2007; Whitton, 2010; McGonigal, 2011; Sheldon, 2012).

The ‘safe environment’ created by the game-world (Eglesz et al., 2005; Gee, 2007; Whitton, 2010, 2011) can encourage students to persevere: where it is ‘okay to fail’, “we feel inspired to try our hardest and do our best” (McGonigal, 2011: 69) and active and critical learning can occur. As shown in other studies (Marton & Saljo, 1984; Kawachi, 2003; Entwistle, 2005; Hartnett et al., 2011; Schäfer et al., 2013) learners are more likely to embrace a deep approach to learning if they are intrinsically motivated, leading to interest and enjoyment (Malone, 1982; Cameron & Pierce, 1994; Begg et al., 2005; Schäfer et al., 2013).

It can be concluded that in my study there were positive indications that implementing elements from MMORPGs and other games can positively affect student motivation, engagement and collaboration, and help to reduce negative behaviour.

Limitations

The research focused only upon the subject of ICT, with one year group, and one gender. Within this narrow group, only a few particular issues related to student behaviour were focused on. The time limitations of the dissertation process only allowed data to be gathered over a period of 1.5 scholastic terms. The study was also restricted by the school’s timetable – one 40-minute ICT lesson a week. I could not choose when the lessons were going to be held, nor could I select students or arrange classes according to ability (classes were mixed ability).

I made a conscious effort to keep an open mind throughout the study, and since this study was to inform my own teaching I tried to be as objective as possible. However, being the only participant observer had limitations. While possessing the dual role of teacher-researcher gave me the advantage of being an insider and being familiar with the symbolic world of my students, further studies might benefit from a second, non-participant ‘outside’ observer, thereby collecting two sets of data to compare, highlighting any similarities as well as any contradictions.  Alternatively, a teacher could conduct a multiplayer classroom with a class he/she has not taught: it could be argued that perhaps students responded to me as their teacher and not because of the game (although it is hoped that the CG counter-balanced this possible bias).

The use of an interpretative approach allowed me to observe the sometimes subtle changes in behaviour and language in the classroom that enabled a better understanding of how the students were responding to the multiplayer classroom; the interviews were also illuminating. However, caution needs to be exercised in generalising these findings to the broader field of secondary school education. Whitton (2010) warns that game-based learning should not be considered as a ‘quick fix’ revolution and while the results of my study were mostly positive, a multiplayer classroom cannot be considered a panacea for solving similar problems in other secondary school classrooms. 

Recommendations

One criticism that emerged from the interviews was that the powers the Agent and the Trooper had were too similar so I should have been more inventive when coming up with the roles and narrative. Designing a game by oneself is a challenge, which Whitton (2010) points out, as a range of skills are required. A project like this might benefit from a collaborative effort – one person’s strengths and skills can make up for those another lacks – possibly involving other subjects; for example, connecting a topic from the history syllabus and using that as a narrative to incorporate into ICT lessons.

The main negative traits that I focused on were tardiness, arranging uniforms and workstations. It would be interesting to see if the multiplayer classroom would have an effect on other negative behavioural issues.  It would also be useful to compare the experiences of boys and girls in a multiplayer classroom-setting, as well as to explore the possibility of turning other subjects into a multiplayer classroom.

It would also be interesting to assess the effect a multiplayer classroom might have on assessment.  It would be useful to conduct such a study over a longer period of time, possibly using a subject where lessons are conducted more than once a week to increase exposure to the game element.  A true experimental approach where students could be selected and matched according to criteria, such as age, ability, social background, etc, might also be informative, always keeping in mind ethical considerations. 

Implications for future practice

I have decided to adopt the multiplayer classroom with a full form of students in the coming scholastic year, possibly involving other teachers who are interested.  I hope to eventually implement the multiplayer classroom in all classes that I teach, so I need to find a more efficient way of updating individual student profiles. I will keep in mind the suggestions that emerged from the semi-structured interviews, such as making the HP more difficult to ‘raise the risk’. I would also like to include a questionnaire every year for all students to complete; as well as informing my own teaching practice, the students seemed to appreciate being asked for their opinions regarding lessons.

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