Multi-User Virtual Environments - Teaching through Multi-User Virtual Environments - page 287

in existence. Due to the nature of this volume,
in which many types of MUVEs are described
in detail, this discussion will be limited to the
information necessary to classify the particular
type MUVE discussed here.
In general, we can categorize our understanding
of MUVEs into three types: (1) social virtualities,
(2) massively multiplayer online games, and (3)
synthetic immersive environments (Sykes, Oskoz,
& Thorne, 2008; Thorne, Black, & Sykes, 2009). It
is important to note that these are not meant to be
rigid divisions, but rather prototypical descriptions
of the behaviors present in each. Since it is the
users themselves who co-construct any digitally
mediated space (Thorne, forthcoming), classifi-
cations are dynamic and evolving. Nevertheless,
general distinctions are helpful in clarifying the
overall structure and general patterns.
Social Virtualities (e.g., Second Life , Lively,
Active Worlds , There ) are open-ended, immersive,
virtual spaces, in which users have complete
control over their activities and collaboration
with others. Users themselves determine every
aspect of their play experience (e.g., the gender
and look of their avatar and the contexts in which
they interact). The objectives and goals of play are
also entirely determined by the users themselves
(or, in the case of education, often the instructor
or instructional designer). The most prominent
social virtuality, for both entertainment and
educational purposes, is Second Life , boasting
over 670,000 users and 1.5 billion square meters
of virtual space in the most current quarterly
report (Linden Lab, 2008). 4 In the educational
arena, universities around the world own Second
Life real estate and are working to extend their
campuses and develop educationally oriented
activities in Second Life . The SL educators' blog
at http://www.sl-educationblog.org/ offers more
information about the active group of educators
using Second Life.
The second type of MUVE to be described
here is Massively Multiplayer Online Games
(MMOGs) (e.g., World of Warcraft , Everquest ,

Final Fantasy , Tabula Rasa). These environments
are commercially designed and avatar-based mul-
tiplayer virtual worlds within which thousands
of people simultaneously interact, compete, and
collaborate with one another (Steinkuehler, 2008).
They are designed around specific, goal-oriented
activities involving the completion of specific
tasks (i.e., quests), leveling a character (i.e., im-
proving one's skills or abilities), and collecting
items useful for play. A unique aspect of MMOGs,
as compared to social virtualities, is the necessity
for collaboration at higher levels of play. In other
words, as users become more advanced, they
must interact with other players to be successful
in reaching their goals. This necessity has lead
to the creation of organized groups (i.e., guilds)
specifically dedicated to efficient, meaningful,
and collaborative game play (Ducheneaut et al,
2007; Steinkuehler, 2008).
While both social virtualities and MMOGs
are valuable for language learning, 5 the focus of
this chapter is a type of MUVE that combines
patterns and practices from each. Synthetic Im-
mersive Environments (SIEs) represent a unique
variety of MUVE. SIEs are carefully designed to
function as a realistic social space (e.g., Second
Life , There , Active Worlds ) while, at the same
time, incorporating the beneficial collabora-
tive attributes of Massively-Multiplayer Online
Game (MMOG) models (e.g., World of Warcraft ,
Everquest ). In other words, SIEs are engineered
MUVEs which integrate the many benefits of
realistic interaction and online gaming to pro-
duce explicitly, educationally-related outcomes
in simulated, relevant, interactional contexts
(Sykes, 2008). At present, three SIEs have been
developed specifically for language learning: Zon
(for learning Chinese), Tactical Iraqi/French/
Pashto (specifically for military purposes), and
Croquelandia (for learning how to make requests
and apologize in Spanish). In addition, it could
be argued that some designed activities in Second
Life function as SIE-like activities (Zheng, Li, &
Zhao, 2008). The specific focus of this chapter