Deriving from the earlier MUD, MOO stands for Multi-User-Domain Object Oriented. It is, as the term states, a multi-user, programmable, interactive system of a persistent object database allowing players from around the world, either synchronously or asynchronously, to build their own landscape and objects within the MOO (or MUVE) environment by using object-oriented techniques and domain-specific programming language (DSL) to author new rooms, objects, or interface operations. Adventure Games are a prime example of MOOs. Dating back to the early days of mainframe computing where adventure games consisted entirely of written text, today’s modern adventure games incorporate elaborate graphics, simulations, sound, and video sequences. Players assume the role of the protagonist who is required to conquer a number of obstacles and solve puzzles along the development of the interactive story. One such widely successful adventure game is Myst , a graphic adventure puzzle video game, which immerses its players in the fictional world of the seemingly deserted island of Myst. To complete the predominantly nonverbal exploration of the island, a player must solve a series of logical, interrelated puzzles along the unfolding of the non-linear story with several endings, depending on the course of action taken by the player in the game’s self-contained mini-worlds or “Ages.”
Published in Chapter:
Attaining Knowledge of Idiomatics in the Age of Corona and Beyond
John I. Liontas (University of South Florida, USA)
Copyright: © 2021
|Pages: 34
DOI: 10.4018/978-1-7998-6609-1.ch001
Abstract
This chapter investigates the affordances of technological processes and educational resources for attaining knowledge of idiomatics. It first explores the training practices language practitioners will need to foster a tech-driven pedagogy of the reconstructive nature of idiomatics understanding and production in English. Following a brief review of the most significant themes and concepts spanning the literature of idiomatics, the chapter then anchors its communication-of-information pedagogy in an online methodology of idiomatics teaching-and-learning. Said methodology facilitates and enhances idiomatic-figurative synergism in discursive and communicative contexts. Thereafter, the chapter highlights and examines the most critical implications in applying idiomatics resourcefully. Recommendations for idiomatics training-and-teaching are also suggested.