Of late, digital game-based learning has attracted game designers, researchers and educatiors alike. Immersion in the virtual 3D environment of a game may have positive effects on K-12 students' cultivation of self (Dodge et al., 2006). Currently, two opposing views related to game-based identity formation are presented in the literature: the Separate Worlds View (SWV) and the Identical Worlds View (IWV) (Stevens,2007). The purpose of this paper is to explore these views to determine whether a third position might be required for a more comprehensive treatment. To this end, we offer The Overlapping Worlds View (OWV). The Overlapping World View proposes that an individual's virtual and real world identities are neither entirely separate nor identical. The degree of overlapping of identities depends on the social consistencies between virtual and real worlds. This third view thus opens opportunities in educational research and instructional design in a context, where current and future generations of learners will grow up in a digital, environment many experiencing virtual worlds as an integral part of their private and public lives.

">

The Overlapping Worlds View: Analyzing Identity Transformation In Real And Virtual Worlds And The Effects On Learning

Michael A.Evans*, Feihong Wang**
* Assistant Professor; Department of learning sciences and technologies, Virginia Tech.
**Doctoral student, School of Education in the instructional design and technology program, Virginia Tech.
Periodicity:July - September'2008
DOI : https://doi.org/10.26634/jet.5.2.544

Abstract

Of late, digital game-based learning has attracted game designers, researchers and educatiors alike. Immersion in the virtual 3D environment of a game may have positive effects on K-12 students' cultivation of self (Dodge et al., 2006). Currently, two opposing views related to game-based identity formation are presented in the literature: the Separate Worlds View (SWV) and the Identical Worlds View (IWV) (Stevens,2007). The purpose of this paper is to explore these views to determine whether a third position might be required for a more comprehensive treatment. To this end, we offer The Overlapping Worlds View (OWV). The Overlapping World View proposes that an individual's virtual and real world identities are neither entirely separate nor identical. The degree of overlapping of identities depends on the social consistencies between virtual and real worlds. This third view thus opens opportunities in educational research and instructional design in a context, where current and future generations of learners will grow up in a digital, environment many experiencing virtual worlds as an integral part of their private and public lives.

Keywords

Identity, Separate World View, Identical World View, Overlapping World View, K-12 Education, Digital Game Based Learning, Massive Multi-Player Online Games.

How to Cite this Article?

Michael A. Evans and Feihong Wang (2008). The Overlapping Worlds View: Analyzing Identity Transformation In Real And Virtual Worlds And The Effects On Learning. i-manager’s Journal of Educational Technology, 5(2), 55-63. https://doi.org/10.26634/jet.5.2.544

References

[1 ]. Ang. C. S., & Rao, G. S.\/. R. K. (2008). Computergame theory for design motivating educational software: A survey study. International Journal on E-Learning, 7(2), 181-199.
[2]. Annetta, L.. Klesanth, M., & Holmes. S. (2008). V- learning: How gaming and avatars are engaging online students. Innovate, 4(3). Retrieved March 3, 2008, from htlp://www.innovateonline.info/index.php?view=article& id=485&action=synopsis.
[3]. Barab, S. A. Evans. M. A., & Baek, E. (2004). Activity Theory as a lens for characterizing the participatory unit. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology, (2nd ed, pp. 199-214). Mahwah, NJ: Lawrence Erlbaum.
[4]. Barab, S., & Roth, W. (2006) Curriculum-based ecosystems: Supporting knowing from an ecological perspective. Educational Researcher, 35(5), 3-13.
[5]. Biocca, F. (1997). The cyborg's dilemma: Progressive embodiment in virtual environments. Journal of Computer-Mediated Communication, 3(2). Retrieved August 14, 2008 from http://jcmc.indiana.edu/ vol3/issue2/biocca2.html.
[6]. Calvert, S. L. (2002). Identity construction on the Internet. In S. L. Calvert, A. B. Jordan, & R. R. Cocking (Eds.) Children in the digital age: Influences of electronic media on development (pp. 57-70). Westport, CT: Praeger.
[7]. Chee, Y.S. (2007). Embodiment, embeddedness, and experience: Game-based learning and the construction of identity. Research and practice in technologyenhanced learning, 2(1), 3-30.
[8]. Cole, H., &Griffiths, M. D. (2007). Social interactions in massively multiplayer online role-playing gamers. CyberPsychoIogy& Behavior 10 (4), 575-583.
[9]. Cromby, J.J., Standen, RJ., & Brown, D. J. (1996). The potentials of virtual environments in the education and training of people with learning disabilities. Journal of IntellectualDisabilityResearch, 40(6), 489-501 .
[10]. Dickey, M. D. (2007). Game design and learning: a conjectural analysis of how massively multiple online role- playing games (MMORPGS) foster intrinsic motivation. Education Technology Research & Development, 55(3), 253-273.
[11]. Dinter, A. (2006). Adolescence and computers. Dimensions of media-related identity formation, self- formation and religious value as challenges for religious education. British Journal of Religious Education, 28(3), 235-248.
[12]. Dodge, T., Barab, S., Stuckey, B., Warren, 5., Heiselt, C., & Stein, R. (2008). Children's sense of self: Learning and meaning in the digital age. Journal of Interactive LearningResearch, 19(2), 225-249.
[13]. Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.
[14]. Evans, M.A., & Powell, A. (2007). Conceptual and practical issues related to the design for and sustainability of Communities of Practice: The case of e-portfolio use in preservice teacher training. Technology, Pedagogy, & Education, 16(2), 199-214.
[15]. Federation of American Scientists (2006). Harnessing the power of vide games for learning. Retrieved August 1 , 2008 from http://wvvw.fas.org/gamesummit/.
[16]. Gee, J.R (2007a). Learning and Games. In K. Salen (Ed.), The Ecology of Games: Connecting Youth, Games, and Learning (pp.21 -40). Cambridge, MA: The MIT Press.
[17]. Gee, J. P (2007b). What Video Games Have To Teach Us About Learning And Literacy New York: Palgrave MacMillan.
[18]. Goffman, E. (1974). Frame Analysis. Cambridge, MA: Harvard University Press.
[19]. Gredler, M. E. (1996). Games and simulations and their relationships to learning. In D. Jonassen (Ed.), Handbook of Research on Educational Communications and Technology(pp.461 - 497). NewYork: Macmillan.
[20]. Griffiths, M. D., Davies, M. N. O., & Chappell, D. (2004). Demographic factors and playing variables in on- line computer gaming. CyberPsychoIogy& Behavior 7(4). 479-487.
[21]. Hagel, H., & Armstrong, A. (1997). Net Gain: Expanding markets through virtual communities. Boston. MA: Business School Press.
[22]. Jaffee, D. (1998). Institutionalized resistance to asynchronous learning networks. Journal ofAsynchronous Learning Networks 2(2). Retrieved April 23, 2008 http://www.sloan-c.org/publications/ialn/v2n2/ v2n2_jaffee.asp .
[23]. Jones, 5. (2002). The Internet goes to college. Pew Internet and American Life Project. Retrieved May 13, 2008 from http://www.pewinternet.org/pdfs/ PlP_College_Report.pd
[24]. Konijn, E. A., & Bijvank, M. N. (2007). lwish lwere a warrior: The role of wishful identification in the effects of violent video games on aggression in adolescent boys. Developmental Psychology, 43(4), 1038-1044.
[25]. Love, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge Univeristiy Press.
[26]. Lee, J.J. & Hoadley, C. M. (2007). Leveraging identity to make learning fun: possible selves and experiential learning in massively multiplayer online games (MMOGs). Innovate, 3(6). Retrieved March 3, 2008, from http://www.innovateonline.info/index.php?view=article& id=348&action=synopsis
[27]. Langton, N.H., Addinall, E., Ellington, H.l. & Percival, F. (1980). The value of simulations and games in the teaching of science. European Journal of Education. 15(3), 261-271.
[28]. Marcia, J. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3(1 ), 551 -558.
[29]. Mclellan, H. (1996). Virtual reality. In D. Jonassen (Ed.). Handbook of Research on Educational Communications and Technology (pp.571- 581). New York: Macmillan.
[30]. Mead, G. H. (1934). Mind, Self, and Society. Edited byC. Morries. Chicago: University of Chicago Press.
[31]. Nardi, B., & Harris, J. (2006). Strangers and friends: Collaborative play in World of Warcraft. Proceedings of the 2006 20th Anniversary Conference on Computer Supported Cooperative Work (pp. 149-158). New York: Association for Computing Machinery.
[32]. National Science Foundation (2008). Fostering learning in the networked world: The cyberlearning challenge and opportunity. Retreived August 14, 2008 from http://www.nsf.govlpubs/2008/nsf08204/ nsf08204.pdf?govDeI=USNSF_124
[33]. Obinger, D. (2003). Understanding the new students, Eduoause Review, 38(4), pp.35-39.
[34]. Oblinger, D. (2006). Simulations, games, and learning. innovate, 2(4). Retrieved February 20, from http:llwvvw.educause.edu/ir/IibrarylpdflELI3004.pdf.
[35]. Penual, W. R. & Wertsch, J. V. (1995). Wgotsky and identity formation: A sociocultural approach. Educational Psychologist, 30(2), 83-92.
[36]. Squire, K. (2007). Open-ended video games: A model for developing learning for the interactive age. In K. Salen (Ed.), The Ecology of Games: Connecting Youth, Games, and Learning (pp. 167-198). Cambridge, MA: The MIT Press.
[37]. Smyth, J. M. (2007). Beyond self-selection in video game play: An experimental examination of the consequences of massively multiplayer online role- playing game play. CyberPsychoIogy & Behavior 10 (5), 717-721.
[38]. Stahl, J. (2006). Group Cognition. The MIT Press: Cambridge, Massachusetts.
[39]. Stevens, R. (2007). In-game, in-room, in-world: Reconnecting video game play to the rest of kids‘ lives. In K. Salen (Ed.), The Ecology of Games: Connecting Youth, Games, and Learning (pp. 41-66). Cambridge, MA: The MIT Press.
[40]. Stryker, S. (1980). Symbolic lnteractionism: A social Structure Version. Menlo Park, CA: Benjamin Cummings.
[41]. Turkle, S. (1995). Life on the Screen: Identity in the Age of the Internet. NewYork: Simon& Schuster.
[42]. Waskul, D., & Lust, M. (2004). Role-playing and playing roles: The person, player, and persona in fantasy role-playing. Symbolic interaction 27 (3), 333-356.
[43]. Yee, N. (2005). The Daedalus project. Retrieved November 29, 2007, from http://www.nickyee.com/daedalus.
[44]. Yee, N. (2007). The psychology of massively multi- player online role-playing games: Motivations, emotional investment, relationships, and problematic usage. In R. Schroeder & A. Axelsson (Eds.), Avatars at work and play: interaction in shared virtual environments (pp. 187207). London: Springer-Verlag.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.