Do-it-yourself learning: Case Studies of Gaming as Education in Virtual Worlds

Abstract: Fun is learning; this radical approach to education incorporates students ’ extracurricular computer and videogame play as the gateway for exploring anthropological and economic theory in higher education. Our initial assumption was that students with thorough experience in multiplayer games have much easier time understanding the basics of micro- and macroeconomics, anthropology and sociology. They do not only seem quicker to understand, but their learning is much more thorough, enabling them to perform better on tests and excel in student competitions. We designed a series of classes where we explored the potential for using engaging virtual realities as the means to address and convey social concepts and overcome educational challenges. Over the span of two winter semesters, we held a joint economics-anthropology class, a computer science class and a finance class, all utilizing virtual realities. This allowed for tying together real world institutions with their descriptive theoretical models, and theoretical models with the in-game equivalents of the real world institutions. Our conclusions will discuss how successfully the students were able to engage these goals, examine the implications of utilizing students’ extracurricular fun to inform teaching and discuss the viability of such a program in other environments