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Exploring The
Effectiveness Of
Online Role-play
Gaming In The
Acquisition Of
Complex And Tacit
Knowledge
53rd Annual IACIS International
Conference San Juan, Puerto Rico,
October 2-5, 2013
Christian Wagner
Victor Dibia
City University of
Hong Kong
• Interesting and captivating
• Useful skills?
• Only “how to” in the game world?
• Knowledge complexity
• Knowledge tacicity
• Difficulty in learning?
• Need for chauffeuring?
Role Playing Games are a genre of
computer games where players achieve
• Class of games
• Thousands to Millions of concurrent users
• Playing against each other (PvP) or against the
environment (PvE)
• Assume a role (purposeful play)
• Persistence and progression
• Social interaction
Massively Multi-player Online Role Playing
Games
• Immersive 3D MMPORG – assume a character
• PVE/PVP – “cleanse Azeroth”
• Expertise points and levels (non-linear) for
solving quests (and learning)
• Most successful MMPORG of all time
– Over 10 million subscribers (peak)
– 62% market share (peak)
• “You play World of Warcraft? You’re hired!”
(Brown and Thomas 2006)
PLAN(PLAN)
Multiple cause-effect steps which
lead to achievement of a goal
Cause-effect (CE)
hat happens when you ….
Concept (CON)
Status information, non – physical
Physical Object Attribute (POA)
Attributes of physical objects
Physical Object (PO)
Questions about physical items …
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Explicit -- Simple
Complex -- Tacit
(Complex) Knowledge
acquisition can be difficult
and has a steep learning
curve.
What would be the effect of an initial period of
“limited demonstration” chauffeuring on
knowledge acquisition and task completion ?
n Task 1 Task 2 Post Experiment
Group 1 15 Chauffeured
Self
Managed
Questionnaire
Group 2 20 Self-Managed
35 participants recruited by word of mouth and
email, randomly assigned to two groups.
Briefing Task 1 Task 2 Questionnaire De-briefing
Role Playing Games are a genre of
computer games where players achieve
What weapon
did your
character wield ?
SK CK t p Completion Rate
All Subjects Mean 0.8086 0.5571 5.196 .000
Std.Dev 0.1792 0.1764
n 27 27
Chauffeured Mean
0.8413 0.5000
5.531 .000 100%
Std.Dev
0.1475 0.1775
n
14 14
Self-managed Mean
0.7735 0.6186
2.128 .027 65%
Std.Dev
0.2084 0.1594
n
13 13
1 hour long experiment.
27 out of 35 participants completed the tasks in the experiment.
• 85% recall rates for simple knowledge
vs.55% for complex knowledge.
Do players know more than they can tell? Can this be
related to the organizational setting via serious games ?
• 65% completion rates for self-managed
players vs. 100% for chauffeured players
For complex games, an initial chauffeuring effort leads
to better performance outcomes.
1. Ju, E., & Wagner, C. (1997). Personal Computer Adventure Games :
Their Structure, Principles and Applicability for Training. The
Database for Advances in Information Systems, 28(2), 78-92.
2. Hirumi, M., & Kebritchi, A. (2008). Examining the pedagogical
foundations of modern educational computer games. Computers &
Education, 1729–1743.
3. Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating
Company: How Japanese Companies Create the Dynamics of
Innovation. Oxford: Oxford University Press.
4. Yee, N. (2006). The Demographics, Motivations, and Derived
Experiences of Users of Massively Multi-User Online Graphical
Environments. Presence: Teleoperators and Virtual Environments,
309 -329.

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Do We Learn While we Play Games ? Exploring The Effectiveness Of Online Role-play Gaming In The Acquisition Of Complex And Tacit Knowledge

  • 1. Exploring The Effectiveness Of Online Role-play Gaming In The Acquisition Of Complex And Tacit Knowledge 53rd Annual IACIS International Conference San Juan, Puerto Rico, October 2-5, 2013 Christian Wagner Victor Dibia City University of Hong Kong
  • 2. • Interesting and captivating • Useful skills? • Only “how to” in the game world? • Knowledge complexity • Knowledge tacicity • Difficulty in learning? • Need for chauffeuring?
  • 3. Role Playing Games are a genre of computer games where players achieve
  • 4. • Class of games • Thousands to Millions of concurrent users • Playing against each other (PvP) or against the environment (PvE) • Assume a role (purposeful play) • Persistence and progression • Social interaction Massively Multi-player Online Role Playing Games
  • 5. • Immersive 3D MMPORG – assume a character • PVE/PVP – “cleanse Azeroth” • Expertise points and levels (non-linear) for solving quests (and learning) • Most successful MMPORG of all time – Over 10 million subscribers (peak) – 62% market share (peak) • “You play World of Warcraft? You’re hired!” (Brown and Thomas 2006)
  • 6. PLAN(PLAN) Multiple cause-effect steps which lead to achievement of a goal Cause-effect (CE) hat happens when you …. Concept (CON) Status information, non – physical Physical Object Attribute (POA) Attributes of physical objects Physical Object (PO) Questions about physical items … Creating Evaluating Analyzing Applying Understanding Remembering Explicit -- Simple Complex -- Tacit
  • 7. (Complex) Knowledge acquisition can be difficult and has a steep learning curve. What would be the effect of an initial period of “limited demonstration” chauffeuring on knowledge acquisition and task completion ?
  • 8. n Task 1 Task 2 Post Experiment Group 1 15 Chauffeured Self Managed Questionnaire Group 2 20 Self-Managed 35 participants recruited by word of mouth and email, randomly assigned to two groups. Briefing Task 1 Task 2 Questionnaire De-briefing
  • 9. Role Playing Games are a genre of computer games where players achieve What weapon did your character wield ?
  • 10. SK CK t p Completion Rate All Subjects Mean 0.8086 0.5571 5.196 .000 Std.Dev 0.1792 0.1764 n 27 27 Chauffeured Mean 0.8413 0.5000 5.531 .000 100% Std.Dev 0.1475 0.1775 n 14 14 Self-managed Mean 0.7735 0.6186 2.128 .027 65% Std.Dev 0.2084 0.1594 n 13 13 1 hour long experiment. 27 out of 35 participants completed the tasks in the experiment.
  • 11. • 85% recall rates for simple knowledge vs.55% for complex knowledge. Do players know more than they can tell? Can this be related to the organizational setting via serious games ? • 65% completion rates for self-managed players vs. 100% for chauffeured players For complex games, an initial chauffeuring effort leads to better performance outcomes.
  • 12. 1. Ju, E., & Wagner, C. (1997). Personal Computer Adventure Games : Their Structure, Principles and Applicability for Training. The Database for Advances in Information Systems, 28(2), 78-92. 2. Hirumi, M., & Kebritchi, A. (2008). Examining the pedagogical foundations of modern educational computer games. Computers & Education, 1729–1743. 3. Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford: Oxford University Press. 4. Yee, N. (2006). The Demographics, Motivations, and Derived Experiences of Users of Massively Multi-User Online Graphical Environments. Presence: Teleoperators and Virtual Environments, 309 -329.