Interlocution Scenarios for Problem Solving in an Educational Mud Environment

This paper presents an analysis of computer mediated collaboration on a problem-solving task in a virtual world. The theoretical framework of this research combines research in Computer Mediated Communication with a social psychology theory of conflict. An experiment was conducted involving university students performing a problem solving task with a peer in an Educational MUD. Each performance was guided by a predefined script, designed based on the ‘common speech’ concepts. All the performances were analyzed in terms of identity perception, conflict perception and cooperation. By looking at the relationship among the CMC environment features, the social influence activated on this environment, the conflict elaboration, and the problem solving strategies, a distinctive 'interlocution scenario' emerged. The results are discussed using contributions from the two theoretical approaches embraced.