Exploring the Effectiveness of Online Role-play Gaming in the Acquisition of Tacit and Explicit Knowledge: A Pilot Study

Description

Today’s computer games are claimed to be effective tools for acquiring complex knowledge, due to their implementation of the entire learning process of practice, feedback for reinforcement, and rewards for behavior improvement in an immersive environment (Charles and McAlister, 2004; Holland, Jenkins and Squire, 2003; Sheffield, 2005). Furthermore, games position the learning in captivating scenarios that increase motivation, while accommodating multiple learning styles and skills (Kebritchi and Hirumi 2008). Smith (2001) argues that tacit knowledge is one of the key skills required in the work place and that “organizations must begin to create worker-centered environments to encourage the open sharing and use of all forms of knowledge”. Tacit knowledge after all, is a difficult knowledge to transfer, because by definition, it is not explicated, i.e., it cannot be told. Thus, the question arises, how useful online computer gaming can be in the transfer of knowledge. The possible demonstration of knowledge acquisition among learners, especially tacit knowledge, would be a significant achievement, since otherwise, tacit knowledge transfer is a highly effortful process, relying on resource intensive processes such as apprenticeship learning (Nonaka and Takeuchi, 1995). Refining a new framework of knowledge transfer in online gaming, and testing it within World of Warcraft, will be the purpose of this pilot study.