Applying the Play and Interaction Model to Digital Game Based Learning
Sutton-Smith (1997) presents the idea that play's ideological concept can be both progressive, the stimulus for moral, social, and cognitive development, and frivolous, being idle and rejecting what is considered a social norm of the work ethic. While the educational perspective views play as progressive, there are issues related to measuring it. One such model to measure play in the physical learning environment is the Play Observation Scale (Rubin, 2001). However, this model has limitations when applied to digital worlds such as digital game-based learning (DGBL). For this environment, there is a need to develop a model that will allow educators to understand the relationship between online play and interaction in DGBL. The 11-week study on which this presentation is based will introduce the Play and Interaction Model for DGBL was used to investigate how low-level Japanese English language learners play when completing tasks and interacting over the chat function of the popular game Minecraft. Minecraft was selected for this research as the researcher could create tasks within the game that the students needed to complete through target language interaction. The presentation will show how the model allowed student play to be categorized into three categories; social, cognitive, and non-play, with social play the most common category of play observed. In addition, the presenter will highlight how the types of interactions changed over the 11 weeks as students became more confident with gameplay, their English, and the tasks. The presenter will show through this model that students do not always have to be actively participating in a chat to be learning the target language and interacting with other learners. The presenter will conclude with a discussion on DGBL, the Play and Interaction Model for DGBL its future in the Japanese education system.