Massive multiplayer online games (MMOGs), take World of Warcraft (WoW) as an oft-cited example, have gained the attention of educational researchers interested in understanding how collaboration and competition, distributed and mediated by information and communication technologies, contribute to in-game learning and achievement.  What researchers find most attractive is, at least on the surface, the informal learning that takes place based on commitment, dedication, and intense interaction with the game and other players. The question that arises after observing a mission is this: “How do we get students equally involved and committed to classroom instruction?” A naive approach would be to assume that play characteristics found in WoW can be directly transfered to formal learning settings.

A more sophisticated approach would be to locate learning environments that, at least in significant aspects, parallel MMOGs. For example, distance learning has some of the characteristics of MMOGs: 1) a suite of information and communication technologies are used for interaction, administration, and management; 2) multimedia is used to structure learning and serve as an assessment; 3) a degree of learning occurs in structured activities, though loosely structured or emergent learning opportunities occur and are sought, and 4) attrition significantly endangers the sustainability of the operation. For our research group, items #3 and #4 are most significant in terms of analyzing, designing, and developing future learning environments. To this end, we have put forth the following questions to guide our research and development of MMOGs for education:

• Does learning, as defined by sociocultural learning theories, actually take place in MMOGs?
• What types of learning, again from a sociocultural perspective, takes place in MMOGs?
• Where does learning take place in MMOGs, in-game or peripheral?
• Can learning in MMOGs be transferred to non-game settings?
• Can MMOGs be designed for intentional learning?  

In regard to point #4 above, it would be worthwhile to analyze the strategies and techniques successful MMOGs use to maintain player interest while minimizing attrition. Distance learning instructors, researchers, and administrators may be quite interested in these findings.  

One of the more challenging aspects of this area of research is to explain succinctly what a particular suite of technologies are and how they potentially influence communication and interaction. A second dilemma is overcoming biases influenced by popular media. Web 2.0 is one one of these technologies. Tim O’Reilly made an early attempt by asking What Is Web 2.0?. Although this article was much needed in terms of a general statement, specifics were needed. Therefore, I recommend an article by Michael Hirschorn at TheAtlantic.Com titled, About Faceboook.  In this piece, Mr. Hirschorn defines social media, and analyzes how Facebook.Com, with a measured approach, is taking advantage of networking technologies with impressive results. A few principles to take away from the article:

• Social network size should be neither too large (e.g., MySpace) nor too small (e.g., LinkedIn)
• Registration to the network should have sufficient restrictions to ensure accountability and privacy
• Software application access should  permit for gradual openness to sustain innovation

A final critical point, one that is left unanswered, is how to strike a balance between control and chaos. While Facebook is apparently moving in the right direction with its tempered approach, MySpace (where buzzing, blooming activity is valued) is evolving at an equally frenetic pace. 

The purpose of the Move + Play + Learn blog is to serve as a central repository of educational research and development in the areas of mobile learning, digital game-based learning, social computing, and new forms of interaction with digital information.