Multi-User Virtual Environments - Teaching through Multi-User Virtual Environments - page 284

Various features of multiuser virtual envi-
ronments (MUVEs) make them promising and,
potentially transformational, contexts for the de-
velopment of second language (L2) skills (Sykes,
Oskoz, & Thorne, 2008; Sykes, 2009; Thorne,
Black, & Sykes, 2009). This includes, for example,
metapragmatic and pragmatic strategies as well as
opportunities for meaningful intercultural commu-
nication. While there has been a surge in interest in
the use of MUVEs for language learning (Sykes,
2009; Thorne, Black, & Sykes, 2008; Zheng et
al, 2009), there is still a relatively small body of
empirical evidence that supports our understand-
ing of how these immersive spaces can best be
utilized for second language education. Even less
data exist to map real-time learner behavior during
participation in MUVEs to learning outcomes.
However, as with any educational tool, data are
critical to informing design and implementation
practices. In the spirit of design-based research,
this chapter aims to “create and extend knowledge
about developing, enacting, and sustaining in-
novative learning environments [MUVEs]” (The
Design-Based Research Collective, 2003, pp. 5)
for L2 learning. This chapter begins by briefly
highlighting background information relevant to
understanding MUVEs and second language learn-
ing. The remainder of the chapter is then divided
into two primary sections. The first describes
one component of a larger empirical study of a
synthetic immersive environment (a specific type
of MUVE to be described shortly), built specifi-
cally for learning Spanish pragmatics (i.e., making
requests and apologizing). Using a triangulation of
data from various data collection points - (1) 120
hours of in-game play, (2) one-on-one interviews,
(3) pre and post assessments and surveys, and (4)
learning outcome projects - this section defines
patterns of user behavior related to the learning
outcomes. The next section of this chapter utilizes
the findings from the study combined with lessons
learned from implementation to suggest design
considerations for those wishing to implement
MUVEs in the language classroom, either through

task design for existing MUVEs or the creation of
their own virtual space. While the specific focus
of the chapter is language learning, the findings
are intended to be generally applicable in other
disciplines as well.

BACkgROUND

Participation in MUVEs is no longer considered
merely a hobby or extracurricular activity. Rather,
it is a significant, international cultural practice
that contributes to an overall shift in the percep-
tion and construction of reality, including the
political, economic, and social choices people
make outside of virtual contexts (Castronova,
2005, 2007; Thorne, 2008). When considering
the role of MUVEs in language learning, we must
conceptualize them as more than merely practice
spaces. Instead, the perspective taken here advo-
cates a move towards transformational educational
practice; this makes use of the emerging digital
spaces in culturally relevant ways while allowing
for learner construction of knowledge. 2 Prior to
our primary discussion of the empirical study and
design considerations presented in this chapter,
this section briefly presents relevant background
information to frame our discussion of MUVEs
in language learning. This includes a review of
L2 research relevant to the current project as
well as a description of three prominent types
of MUVEs. Ten general, potentially beneficial,
characteristics of MUVEs for second language
learning are also discussed.

mUVes and Second
Language Learning

As is the case with any emerging field, early stud-
ies often present more questions than answers.
This is true of empirical research that examines
MUVEs and language learning. In general, the
results indicate a positive value of MUVEs for
language learning, especially in the areas of task-