Chapter 1 – Introduction

The use of games in educational settings is usually described as ‘game-based learning’ (Begg et al., 2005; Whitton, 2010). Computer games, from a variety of genres, can be used to support teaching, learning and assessment in a range of environments and circumstances. Game-based learning supports the constructivist learning perspective where students learn by doing (Whitton, 2010).

Educational games are a growing industry, encompassing many skills and topics. Successful educational games “marry good game design with strong educational content” (McGonigal, 2011: 128). However, since good learning principles are found in well-designed digital games more generally (Gee, 2007), curricular content need not necessarily be embedded into a game, rather the principles of well-designed digital games can inform the learning process (Begg et al., 2005).

As an Information Communication Technology (ICT) teacher at a boys’ secondary school, I have been keen to discover what lessons from digital games can be applied to education. Since playing my first computer game in 1985 I have played a wide variety of games^[1]See Appendix 2. across different platforms, including Massively Multiplayer Online Role Playing Games (MMORPGs), so was intrigued to read that failure is not perceived as negative in games (Gee, 2007; McGonigal, 2011; Sheldon, 2012): it made me think of the many times I failed to complete a level in Call of Duty, yet persevered to have the satisfaction of completing it. After purchasing Metal Gear Solid I remember starting to play it at 5pm, thinking, “I’ll play for an hour”, but then completing it at 6:30am the following morning.  During those hours of gameplay I was ‘killed’ many times, yet continued playing, completely losing track of time: I was in a state of ‘flow’ (Csikszentmihalyi, 1990, 2004).

After studying An Introduction to Digital Game-Based Learning and reading the work of Gee, Whitton and McGonigal, I wondered if implementing elements from games into the classroom could improve the learning experience of my students and create a ‘safe learning space’ where they would feel able to take ‘risks’. As a student I would seldom raise my hand to ask a question for fear of being accused of not paying attention or laughed at by my peers: as a teacher I would like to see all of my students actively participating without worrying about ‘being wrong’. Further reading led me to Sheldon (2012), whose idea of a ‘multiplayer classroom’ I adapted for my teaching.  A multiplayer classroom takes elements from MMORPGs as a design framework – the course content remains the same, but how the lessons are conducted is the game; the classroom is configured as a game-world, without the need for any computer software (Sheldon, 2012).

This study took place during the autumn and spring terms 2013-2014 and involved my Form 3 students (13-14-year-olds).  I have been teaching this age group for 13 years and have seen students approach ICT with the belief that they are going to fail, saying they are ‘not good at it’. More optimistic students often lose confidence when they start making mistakes. Yet many of these students come to my computer room during breaks to play games, persevering until they complete them, regardless of how many times they initially fail. So I was interested to discover whether a multiplayer classroom could encourage students to look at failure as a sign to persevere.  I was also interested to see if game elements could motivate students to get more involved in class activities, encourage teamwork, camaraderie and mutual respect for fellow classmates (seldom seen in classes I have taught), and encourage students to follow school regulations better.

The study sought to investigate whether a multiplayer classroom could:

• lead to the reduction of certain negative traits (tardiness, etc.)
• help improve student motivation, engagement and collaboration
• encourage students to look at failure as a sign to persevere