For the completion of her Master's Degree and the writing of her Thesis, Dianne Krause (Soleil) conducted a study on the learning that occurs in the playing and administration of a MUD, Medievia.


Abstract

As the Internet continues to grow and become more useful in education, it is necessary to examine the effects its use has on learning, especially in the areas of multi-user Internet games called MUDs (Multi-User Domains, or Dungeons). Using one such MUD, Medievia, as the basis for research, this study examines the amount and depth of learning that occurs in long-term use and administration of the game environment. To determine the learning potential of MUD games, 19 adult administrators of Medievia were given a questionnaire to which they responded, reflecting on the learning and growth they believe they have achieved during their interaction with the environment and peoples of the MUD. After careful qualitative analysis of the questionnaire responses, results showed that through social and professional interaction with many different people world-wide, the administrators have gained in the area of personal growth in relation to motivation, skill development, cultivation of maturity, and understanding of others. Implications of this study indicate that games such as MUDs are indeed social learning environments and that if age-appropriate game environments such as Medievia were introduced to school-aged children, similar learning and personal development may occur.


Thesis

The thesis below is an unpublished paper presented to Chestnut Hill College. As it is pending publication in a scholarly journal, permission from Dianne Krause is needed if used for reference.
Thesis in PDF format (1 MB) You need Adobe Acrobat Reader to view this file. If you don't have the reader, go here to download it. The thumbnail images are not visible through the web browser. To view the document with thumbnails, save it to your computer.
Thesis in Microsoft Word format (3 MB)


Web site used for the Thesis presentation



Created by Dianne P. Krause
April 2003


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