Last week Sim and I popped along to the Children in Virtual Worlds conference held at University of Westminster. The event was primarily to investigate how under-thirteens are using Virtual Worlds (VW) and to showcase the BBC’s well anticipated Adventure Rock. The conference also included several extremely interesting presentations by Aleks Krotoski, Dianne Carr, Marc Goodchild, Seth Giddings and Adrian Woolard….

Our interest in children’s VWs stems from both the work we’re currently developing with schools, as well as Twofour’s recent launch of MyCBBC, a safe social network site aimed at 6-12year olds. The focus of the event was the research undertaken by David Gauntlett and Lizzie Jackson into Adventure Rock that was presented at the conference. The research identified the different “types” of players that they found in the trial of Adventure Rock (Click Here), 90 participants took part in five schools across Scotland and Wales.

Understanding your target audience from a development perspective is pivotal. As we begin to expand into the realms of VWs for younger audiences, this type of research is essential to the design of affective applications to engage with as many different player types as possible. Click here to view research.

Worth noting, Adventure Rock differs from the traditional definition of a VW or MMORPG, as players don’t interact, play or socialise with other players inside the environment, instead they communicate via a moderated website. For the purposes of the Adventure Rock research, a virtual world was defined as an online space where:

• You can move around
• You can have an impact on the world
• There are benefits from network effects (other online users add to the experience – it couldn’t just run off a CD)

This area of research certainly bears out my own research into Player Motivations. Gauntlett and Jackson’s work has some significant similarities to the player motivations of adult users of MMORPG’s identified by Bartle and Yee. The area that is now ripe for research is the extent to which a child’s motivations transform over time, and how dependent this change is on the particular virtual environment.

It also raises questions around these player traits: how do they translate to the real world environment? For example, Is a fighter player a fighter in real life? And can we use this technology to encourage a different player type in the classroom? For example, can we change a fighter into a nurturer? Fascinating questions!