I have chosen to use my real name and an avatar to represent myself in this blog. I'm comfortable with this, and I hope you are, too. In this setting, I don't believe using an avatar takes away from the seriousness or presumptive utility of my message.
But what if we were in a learning setting? Is it sufficient to know my name but not my face? What if I presented myself as Narece? What if I changed my gender? My race? My species? Is learning in any way, positively or negatively, affected by these choices?
Two considerations come immediately to mind. We'll leave the most obvious one, record-keeping, aside for now. More interesting are the social ramifications of anonymity in a multi-player learning environment.
Multi-player entertainment games have repeatedly demonstrated the importance of social networking to their players. Games like Everquest and EVE Online are fueled by these in-game social networks, networks predicated on in-game indentities. Beyond the social function, players also help each other and learn from each other. Indeed, social learning theory is very much "at play." (couldn't resist)
This doesn't mean, however, that serious game designers should jump on the anonymity bandwagon. Make your design decisions based on the learning goals for the game.
What are the desired outcomes for your game? Do they include things like:
- manufacturing line team-building for a new manufacturing process
- emergency evacuation procedures for managers
- kitchen operations for the new hospital kitchen
What each of these has in common is preparing players to work as team members. Not just any ol' team members - their actual real-life team members. In these situations, anonymity would be a hindrance.
Conversely, where the post-game linkage between specific players is less direct and important - for example, learning to play the derivatives market - real-life identifications have less meaning within the game.
I'm serious,
Anne
