What do they think and why it matters? Views of administrators and faculty on the use of Massively Multiplayer Online Games for Learning

Abstract

Administrators and faculty lead play salient roles in technology integration projects in higher education. Yet, there is little to no availability of information regarding their shared experiences and perceptions as leaders and as decisionmakers in such projects. This article reports the findings of an investigation on problems and challenges associated with technology integration in classrooms and adapting video game in curriculum reform projects, using a Hermeneutic Phenomenological lens in the context of administrator and faculty perceptions. For this study, the researcher interviewed 6 administrators/ faculty members who were key stakeholders in a technology integration in curriculum projects using Massively Multiplayer Online video games in Business courses. The researcher was the lead designer of the project and the data for this study was gathered pre- and post-project completion and reporting of results. The data produced some absorbing and novel results including the motivational pull of video game content versus gameplay usage, developing perspicacity for design project collaboration, and effective procedural approaches to curriculum design/re-design using technology. These findings suggest a paradigm shift in the way video games may be used for education, based on compelling discussions that non-gameplay related contents from video games may be as motivational as playing the games. These contents include the information on game characters and settings within game sites, game wikis, video tutorials, blogs, and game fan sites. The article shares discussions on the possible development of an Instructional Design Model, fusing gameplay with game content in the curriculum. Implications for future research are also shared.