Abstract

Massively Multiplayer Online Game (MMOG) is a unique categorization of electronic game which

allows thousands of players to play simultaneously through the Internet in the same virtual

environment. A number of researchers have started to introduce the use of MMOG as a new

generation of educational platform, allowing players to interact and to learn together through

collaborative game-play. However, the answers for the occurrence of collaborative learning

behaviour and the motivational drivers for learning collaboratively in a MMOG are still underresearched.

Motivated by such concerns, this study tests a theoretical model to explain individual’s intention to

learn by peer motivations. The model employs motivational theories to propose two external

motivational factors, namely peer intrinsic motivation and peer extrinsic motivation, and investigates

effects of the two new constructs on MMOG players’ intention to learn individually and intention to

learn collaboratively by building on the cognitive learning theory.

Based on a study with 94 valid current MMOG player responses, PLS analysis shows that peer

intrinsic motivation to play has a significant positive influence on the intention to learn

collaboratively, while peer extrinsic motivation to play has a significant positive influence on the

intention to learn individually. The results of our findings indicate potential implications to

researchers, educators and game developers.

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