Running head: PERCEPTIONS OF POST-SECONDARY PROBLEM-SOLVING 1

PERCEPTIONS OF POST-SECONDARY PROBLEM-SOLVING SKILL

DEVEOPMENT IN MASSIVELY MUTIPLAYER ONLINE ROLE-PLAYING GAMES

Jason M. Garofalo

Department of Education: Media and Instructional Technology

University of West Georgia

PERCEPTIONS OF POST-SECONDARY PROBLEM-SOLVING 2

Introduction

In recent times, college learning outcomes have drawn concern over the development of skill

proficiency. A survey of 400 employers, performed on behalf the Association of American

Colleges and Universities, deemed problem-solving skills as one of the most desired

competences in graduates (Hart Research Association, 2015). Yet, when comparing perceptions

of complex problem-solving proficiencies, employers rated at graduates at 24%, while graduates

rated themselves at 59% (Hart Research Association, 2015). The observed differences indicate

some learning outcomes are not being achieved.

It has been suggested that interactive technology, such as video games, could be used to foster

proficiency and skill development (Melissourgos, 2016). Recent improvements with technology

have produced growing interest in the practical applications and usefulness of online video

games for higher education purposes (Delwiche, 2006; Yee, 2006; Chaudhary, 2008; Susaeta et

al., 2010; McCreery et. al., 2011; Nugent, 2013; Christos et. al., 2013; Voulgari et. al., 2014).

The emergence of the field known as Game-Based Learning (GBL), is exploring how to utilize

game related benefits, such as enhanced motivation and interest, within education coursework

(Christos, et al., 2013; Eseryel et al.,2014). The military and large corporations have been

conducting training on game-based applications for many years (Chaudhary, 2008). While

educational games have started to be developed and implemented within various educational

contexts, the investment of time and cost required to produce a functional educational game can

often be impractical (Christos et. al., 2013; Whitton, 2012).

To explore this issue, a more feasible alternative would be to incorporate non-educational

commercially free online games, as well as off the-shelf games in lesson designs and course

work (Hovious & Van Eck, 2015). While these games are not purposed for education, they
PERCEPTIONS OF POST-SECONDARY PROBLEM-SOLVING 3

provide an interactive learning environment which offers platform for problem-solving (Dickey,

2007, p. 254). Particularly, the Massively Multiplayer Online Role-Playing Games

(MMORPGs) genre are considered the most elaborate and appropriate for higher education;

encouraging higher order reasoning, critical thinking and problem-solving skills (Paraskeva et.

al., 2010; Nugent, 2013; Melissourgos et. al., 2016).

Objectives

The purpose of this research study is to explore the construction and development of problem-

solving skills for post-secondary students within the interactive online gaming environment of

Lineage II. The study seeks to address the following questions:

1. How do players of Lineage II in higher education perceive problem-solving skills?

2. To what extent is playing Lineage II helpful in the development of problem-solving?

3. How do Lineage II players perceive the construction of problem-solving skills?

Definition of Key Terms:

Problem-solving, is the process of finding solutions to difficult or complex

issues (Oxford University Press, 2016). Lineage II, is a three dimensional fantasy

Massively Multiple Online Role Playing Game with a wide variety of classes and races;

produced by the NC Soft Corporation (MMOs.com, 2016). MMORPG, is a persistent,

networked, interactive, narrative environment in which players collaborate, strategize,

plan, and interact with objects, resources, and other players within a multimodal

environment (Dickey, 2007).

Theoretical framework

A Constructivist framework for learning is well aligned to the qualitative design intended for the

study. Constructivism is broadly defined as students construct their own meaning by

PERCEPTIONS OF POST-SECONDARY PROBLEM-SOLVING 4

building on their previous knowledge and experience (University College Dublin, n.d.).

Learning within MMO games is likely to build upon students existing problem-solving abilities

as they put together new strategies to face challenges. In addition, students constructions are

independent and personal formations of knowledge, unique to each individual. As described by

Karagiorgi & Symeou (2005):

A core notion of constructivism is that individuals live in the world of their own personal and
subjective experiences. It is the individual who imposes meaning on the world, rather than
meaning being imposed on the individual; understanding occurs when students develop
effective ways to resolve problematic situations (p.18).

This approach aids in understanding the themes individuals may describe as significant to their

problem-solving development, especially concerning their view and perspectives. Lastly, the

social construction of MMO games is an interactive learning environment. Developing abilities

and skills are constructed in the midst of participation and collaboration among people through

feedback (Rosario & Widmeyer, 2009, p.290).

Literature Review

The expanding capacities of technology have produced many changes to the world of education

in the 21st century. The emerging frontier of Game-Based Learning (GBL) appears to offer path

for successful integration of technologies within existing learning environments. Evidence

supporting GBL gains is consistently tied to improvements in critical thinking and problem-

solving ability within the learning process (Yee, 2006; McCreery et al., 2011; Nugent, 2013;

Christos et al., 2013; Voulgari et al., 2014). According to the American Psychological

Association(APA), results of a long-term study highlighted potential positive impacts of video

games noting enhancements in social learning, aspects of cognition(spatial/memory), and

creativity, as well as specific problem-solving gains for adolescents that played strategic role-

playing games (as cited in Granic, 2013). Some have already observed key aspects of popular
PERCEPTIONS OF POST-SECONDARY PROBLEM-SOLVING 5

non-educational MMORPGs will provide a template for future educational creations. Paraskeva

et. al. (2010), confirms The main trend in multiplayer video gaming (MMOGs and MMORPGs,

such as World of Warcraft and Lineage), is to propose the development of online multiplayer

educational games, which would create communities of learners who would learn through a

social experience (p. 504). Specifically, games can make learning more effective by utilizing

intricate online settings that compel players to make decisions and problem-solve in

progressively demanding situations (Chaudhary, 2008; Higher Education Academy, 2015).

Most related studies, comparable to the prior examples, have identified connections to similar

skill development with MMO style games sought for K-12 education. However, minimal

attention has been given to post-secondary applications. Williams et al. (2008), recounted the

average age of 7, 000 players within the popular player MMORPG Everquest II was 31;

similarly, Quandt et al. (2009) determined that 17.2% Everquest II players were over 40 (as cited

in Delwiche & Henderson, 2013, p.206). Clearly, there is something happening that games

researchers have yet to explain. As others have noted, there is an urgent need for research on

older computer gamers (Yee, 2006, p.3). The actual game populations parallel higher

education age ranges, breaking assumptions about youth focus in the literature.

Within work and employer observations, there are many similarities that further describe the

post-secondary interest as mainstream. As Yee (2006), identifies, The average MMORPG

player spends 22 hours a week playingmany of them go to work and perform an assortment of

clerical tasks, logistical planning and management in their offices, then they come home and do

those very same things in MMORPGs (p. 4). Lastly, there are real world, adult applications,

currently being used to assess problem solving skills and conduct training. Chaudhary (2008),

states:
PERCEPTIONS OF POST-SECONDARY PROBLEM-SOLVING 6

GBL is already in practice in many fields. It is mostly used in businesses, hospitals, and the
military. Bankers Trust, for example use a Doom-style game for policy training; Lockheed
uses Dilbert for training people in ethics; Pricewaterhouse Coopers uses games for serious
product training. Many companies use games for sexual harassment prevention training. The
military has been using digital game learning for years because it is cost effective and
motivating to train the young recruits. Some medical schools and hospitals, for example, have
started incorporating games into their curriculum to teach students to diagnose the diseases
and cure the virtual patients (p.5).

Considering the applications for adult learning, many of which are well-established, there is an

obvious gap in consideration to higher education goals.

Methods

A Qualitative research design will guide a Phenomenological study. Participants will respond

individually to interview questions from the researcher. The researcher will conduct video and

audio recordings of each interviewed subject.

Sample

Students enrolled in Georgia State Universitys Department of Instructional Technology.

Students will be males and females between the ages of 18 50 years old. Snowball sampling

will be utilized for a minimum of six participants. The requirement to participate in the study is

to be an active player of Lineage II for a minimum of one year. The researcher will post flyers to

advertise the purpose of the study, solicit participants, and provide a brief description of

informed consent. The contact information of the researcher will also be provided.

Instrumentation

A semi-structured, open-ended interview questionnaire will be used. The researcher will

develop a series of ten questions aimed at addressing overall research questions. The

questionnaire is selected to allow participants to describe the construction experiences of

problem-solving. Interviews will be conducted face-to-face for a minimum of 30 minutes and

may extend up to 45 minutes.

PERCEPTIONS OF POST-SECONDARY PROBLEM-SOLVING 7

Data Analysis

The researcher assumes that the more practice of problem-solving skills in MMORPG

interactive collaborative environments, the more efficient and thus better workers they may

become. Problem-solving skills and strategies may be improved through awareness and

reflection of the construction of skills in process (playing). In addition, solving problems

successfully may reinforce particular strategies.

A content analysis will be performed on the collected interview data. Observations will

focused on recurrent themes and experiences Lineage II gameplay relevant to problem-solving.

Scholarly Significance and Limitations

This proposed study aims to improve theoretical and practical understanding of how students in

post-secondary education problem-solve through constructed knowledge gained in MMORPG

gameplay. The findings of the interview data cannot be generalized beyond the study

participants, as they are subjective, personal accounts of experiences perceived during gameplay.

Further, accounts of individual experiences cannot be generalized to other MMORPG game

players, and may not be representative of all post-secondary Lineage II players. However, the

emergent themes discovered can be used to guide observations for further uses of MMORPGs

applications in the classroom, as well as provide areas of focus for future research.
PERCEPTIONS OF POST-SECONDARY PROBLEM-SOLVING 8

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Constructivism

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PERCEPTIONS OF POST-SECONDARY PROBLEM-SOLVING
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PERCEPTIONS OF POST-SECONDARY PROBLEM-SOLVING
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PERCEPTIONS OF POST-SECONDARY PROBLEM-SOLVING
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PERCEPTIONS OF POST-SECONDARY PROBLEM-SOLVING
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PERCEPTIONS OF POST-SECONDARY PROBLEM-SOLVING
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Total: /30