The WoW experience: grounding a graduate English seminar

Abstract

2016),"Learning how to learn by solving bizarre problems: a playful approach to developing creative and strategic thinking", On the Horizon, Vol. 24 Iss 1 pp. 112-120 http://dx.Access to this document was granted through an Emerald subscription provided by emerald-srm:448207 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper aims to describe the World of Warcraft (WoW) experience, where students in a graduate English seminar played WoW to ground their learning about digital literacies. Through the experience, students developed their own digital literacies and learned to enter academic discourse about games and digital literacies. Design/methodology/approach -In the paper, the instructor and eight students describe the purpose, design and outcomes of the experience. Over the course of a month, the group coordinated logistics and roles, each person created a character, each character reached the threshold level for low-level dungeons, the whole class played several dungeons together and the class engaged in metaconversation about the experience. Findings -The instructor reflects on the problem of practice that the WoW experience addressed and the instructional organization of the experience. The students, who came into the WoW experience with a range of prior knowledge about games and Massively Multiplayer Online Roleplaying Games, reflect on what challenges they faced while learning to play and develop their own digital literacies, how they assembled resources to overcome challenges, how their views of digital literacies and games shifted from the experience and how the experience helped them rethink teaching first-year composition. Originality/value -As the WoW experience illustrates, finding ways to connect games to advanced graduate courses can create fun, frustration and powerful learning experiences for students as they maneuver complex content.

análisis de los actos de comunicación social entre los jugadores de MMORPG

“…Besides, as virtual worlds never sleep, dedication to these video games is fundamental to achieve certain status and recognition and get through new levels (NAGY; KOLES, 2016;STONE et al, 2016). Similarly, group strategy and creating or joining a community can sometimes be necessary to accomplish some missions (WHANG;CHANG, 2004).…”