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ERIC Number: ED405624
Record Type: Non-Journal
Publication Date: 1996-Nov
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
MUDs, MOOs, MUSHes and More: Using Text-Based Virtual Worlds To Teach Communication.
Tolhuizen, James H.
Multiple-user domains--the most common names are MUDs (Multiple-User Domain), MOOs (Multiple user domain, Object Oriented), and MUSHes (Multiple User Shared Hallucination)--can be effectively used for teaching. While each may be slightly different, they are all interactive internet sights with real time connections and exchanges. Often described as "fantasy games" or "super-chat rooms," multiple user domains are text-based virtual worlds that are easy to use, entertaining, informative, and educationally useful. Most educational multiple user sites have some provision for allowing teachers to bring students on-line. One teacher of interpersonal communication has devised several assignments around multiple-user sites. One requirement of multiple user sites is that users take a name and develop a character or role. Characters evolve slowly as individuals interact with each other. These processes afford an excellent opportunity for students to observe and experience role playing. Beyond characterization and role-taking, social support, repair/rehabilitation, and accounting behavior can be studied. Students may be asked, for instance, to observe the ways users help and support each other in the presentation of their respective identities. A character or role operates like a dynamic story that is situated and made real by the way others respond to the role taker. These instances of social support are particularly interesting in situations where something unexpected or untoward occurs. Multiple user domains are a place where students can try out new behaviors that they may not be fully comfortable with yet. (TB)
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A