Learning through collaboration: video game wikis

Barr, M. (2014) Learning through collaboration: video game wikis. International Journal of Social Media and Interactive Learning Environments, 2(2), pp. 119-133. (doi:10.1504/IJSMILE.2014.063385)

[img] Text
84497.pdf - Accepted Version

709kB

Publisher's URL: http://dx.doi.org/10.1504/IJSMILE.2014.063385

Abstract

The wiki, wherein community-spirited players meticulously document their gaming experiences for the benefit of others, from simple guides to complex theories and strategies, has become the de facto online reference medium for video game players. This study sought to examine how players learn from one another about the systems that underpin their favourite games and how they engaged with social media – wikis, in particular – to facilitate this collaborative learning. It is argued that in collating, synthesizing and disseminating the often complex behaviours observed in a modern video game, the wiki author is displaying academic proficiency in a non-academic field. Drawing on a series of interviews with gaming wiki contributors and users, the practices of those engaged in using gaming wikis are discussed, together with an account of the research methods used. In undertaking such research, a number of challenges and concerns were encountered: these, too, are described.

Item Type:Articles
Keywords:video games, wikis, collaborative learning, game-based learning, social media, learning environments, research methods, video game research, dark souls, meta-game
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Barr, Mr Matthew
Authors: Barr, M.
College/School:College of Arts > School of Humanities > Humanities Advanced Technology and Information Institute (HATII)
Journal Name:International Journal of Social Media and Interactive Learning Environments
Journal Abbr.:IJSMILE
Publisher:Inderscience
ISSN:2050-3954
ISSN (Online):2050-3962
Copyright Holders:Copyright © 2014 Inderscience Enterprises Ltd
First Published:First published in International Journal of Social Media and Interactive Learning Environments 2(2):119-133
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

University Staff: Request a correction | Enlighten Editors: Update this record