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Do Anonymity and Choice of Role help to Motivate and Engage Higher Education Students in Multiplayer Online Role Play Simulation Games?
PROCEEDING

, Open University of Israel, Israel ; , Holon Institute of Technology, Israel

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The aim of this paper is to report on two preliminary findings from an empirical study in progress that examines the degree to which different structural properties of multiplayer online role play simulation games (MORPSGs) motivate and engage students in higher education. This paper focuses on the degree to which the provision to choose a role and the anonymity of players in MORPSGs motivate and engage students in higher education. While the initial results seem to indicate that anonymity of players helps to both motivate and engage students, allowing players to choose the roles they would play seems to produce the counter-intuitive result of decreasing motivation and engagement.

Citation

Linser, R. & Kurtz, G. (2018). Do Anonymity and Choice of Role help to Motivate and Engage Higher Education Students in Multiplayer Online Role Play Simulation Games?. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1506-1513). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved April 22, 2019 from .

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