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For those with a vested interest in online technologies for learning, the knowledge and skills that constitute successful participation in massively multiplayer online games (MMOs) places these games squarely among the most promising new digital technologies to date. In this article, the author broadly outlines the qualitative results of a two and a half year cognitive ethnography of the MMO Lineage and descrives the current trajectory of research being pursued, based on those findings: (a) the empirical investigation of focused research questions in order to document and analyze those core practices that constitute gameplay in virtual worlds, and (b) the development of educational activities for after-school clubs that capitalize on those capacities found throughout the research. This essay concludes with a reflection on the multiple relation-ships between games and education, highlighting the potential for such technologies to transform not only the means of education but also perhaps some of the goals.
