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Behind the MASK: Motivation through Avatar Skills and Knowledge

Behind the MASK: Motivation through Avatar Skills and Knowledge

Yadi Ziaeehezarjeribi, Ingrid Graves
Copyright: © 2013 |Pages: 15
ISBN13: 9781466640184|ISBN10: 1466640189|EISBN13: 9781466640191
DOI: 10.4018/978-1-4666-4018-4.ch014
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MLA

Ziaeehezarjeribi, Yadi, and Ingrid Graves. "Behind the MASK: Motivation through Avatar Skills and Knowledge." Design, Utilization, and Analysis of Simulations and Game-Based Educational Worlds, edited by Richard E. Ferdig, IGI Global, 2013, pp. 225-239. https://doi.org/10.4018/978-1-4666-4018-4.ch014

APA

Ziaeehezarjeribi, Y. & Graves, I. (2013). Behind the MASK: Motivation through Avatar Skills and Knowledge. In R. Ferdig (Ed.), Design, Utilization, and Analysis of Simulations and Game-Based Educational Worlds (pp. 225-239). IGI Global. https://doi.org/10.4018/978-1-4666-4018-4.ch014

Chicago

Ziaeehezarjeribi, Yadi, and Ingrid Graves. "Behind the MASK: Motivation through Avatar Skills and Knowledge." In Design, Utilization, and Analysis of Simulations and Game-Based Educational Worlds, edited by Richard E. Ferdig, 225-239. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-4018-4.ch014

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Abstract

This study begins an interdisciplinary dialogue among game developers, researchers and educators to determine and realize the potential of using Avatars in a three-dimensional (3D) virtual world to support experiential learning, role-playing, and problem-based learning. This research further investigates the pedagogical and instructional implications for transitioning teachers and students through alternative realities. This study discusses the psychological and sociocultural need for play, delineating the pros and cons of utilizing video games, virtual 3D worlds for both online and in the classroom followed by two case studies, which demonstrate the power of becoming an avatar within virtual spaces. This qualitative research investigation uses methods employed by collecting data through voluntary participation, students discussion logs, formal and informal interviews, and observation through video recording. These studies identify the significance of psychological activities and cognitive challenges using avatars to motivate learning holds true even when examined through the lens of constructivist, socioculturalist, behaviorists, psychological, developmental, cognitive, and sociolinguistic theories. Additionally this research analyzes several important studies that have shown the potential for the educational impact of, virtual 3D worlds and video games on learning.

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