Interesting links. A few of my classmates and I were looking at how games could be used for teaching last Spring and we were going to build a prototype using Neverwinter Nights, but then our research focus changed. Another game engine that looks like it might be useful is There (www.there.com) which has more of a Sims feel, rather than Dungeons and Dragons.

There is no rush, but I can also observe that there are serious inclinations to use such games in education. Still, I cannot understand why nobody asks teachers’ opinions. I conducted a survey research study on prospective teachers’ perceptions toward using games in education (not specifically multiplayer games)(http://it.usu.edu:16080/~gucan48/articles/AECT_proposal.pdf). Participants rated ‘time’ related doubts and problems more. Some interviewees stated that they may use the games when they have several levels or when they are short duration games. Considering games like Neverwinter nights, students need to spent lots of effort, maybe sleepless nights to pass to next level (I did with nwn). For example in nwn, the most useful thing for students can benefit from can be the ‘multi-player’ part, rather than ‘game’ part. So, why are we trying to use such long-duration games when there are easier ways to get students socialize?

Gulfidan,

I agree with your points here. The first questions to be answered, as with any instructional intervention, is what is the purpose? Can it be achieved in a more effective or efficient manner?

I think games will have a place, but maybe not in the way most people think. Games, especially newer games, offer a great way to contextualize instruction and give students an opportunity to experience extremely complex decision-making situations. However, this is not the way that they are often viewed because teachers are often looking to support a single terminal objective.