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.
Kong, Joseph SL and Kwok, Ron Chi-Wai, "Service scenarios - A socio-technical approach to business service modeling" (2009). ECIS 2009 Proceedings. 206.