Title: "I'll have everything in diamonds!": students' experiences with minecraft at school
Source document: Studia paedagogica. 2018, vol. 23, iss. 4, pp. [67]-89
Extent
[67]-89
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2018-4-4
Stable URL (handle): https://hdl.handle.net/11222.digilib/138819
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
The aim of this article is to highlight the experiences of 11–12-year-old students at a Norwegian primary school regarding their use of Minecraft in mathematics classes and explore the consequences for their motivation. The present research was carried out as a single case study. This implies an in-depth investigation of a contemporary phenomenon, an intervention, studied in its real-life context, the classroom. The object of the intervention in the participating class in 2015 and the spring of 2016 was to use Minecraft as an attempt to restore motivation for mathematics. The teacher found his students were motivated to work with Minecraft, but a question emerged about students' motivation to perform the given tasks. This study suggests that formative interventions in which the researcher is present in a school context implicates the possibilities for the study of externalisation processes. These processes provide an opportunity to obtain an understanding of what happens when a popular digital game from youth culture is applied to tasks in mathematics to achieve pedagogical goals.
References
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[3] Bebbington, S., & Vellino, A. (2015). Can playing Minecraft improve teenagers' information agency? Journal of Information Literacy, 9(2), 6–26. | DOI 10.11645/9.2.2029
[4] Callaghan, N. (2016). Investigating the role of Minecraft in educational learning environments. Educational Media International, 53(4), 244–260. | DOI 10.1080/09523987.2016.1254877
[5] Canossa, A., Martinez, J. B., & Togelius, J. (2013). Give me a reason to dig Minecraft and psychology of motivation. In 2013 IEEE Computational Intelligence in Games (CIG) (pp. 1–8). DOI 10.1109/CIG.2013.6633612 |
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[12] Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1–24. | DOI 10.1016/j.edurev.2009.12.002
[13] Fetterman, D. M. (2010). Ethnography. Step by step (3rd ed.). Los Angeles: SAGE.
[14] Gallagher, C. (2015). Minecraft in the classroom. Ideas, inspiration, and student projects for teachers. San Francisco: Peachpit Press.
[15] Huizinga, J. (1955). Homo ludens. A study of the play-element in culture. Boston: The Bacon Press.
[16] Jahnke, I., Nordqvist, L., & Olsson, A. (2014). Digital didactical design of learning expedition. In C. Rensing, S. de Freitas, T. Ley, & P. J. Muños-Merino (Eds.), Open learning and teaching in educational communities: 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16–19, 2014, Proceedings (pp. 165–178). Cham: Springer.
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[18] Kvale, S., & Brinkmann, S. (2015). Det kvalitative forskningsintervju. Oslo: Gyldendal Akademisk.
[19] Leontjev, A. N. (2002). Virksomhed, bevidsthed, personlighed. København: Hans Reitzels Forlag.
[20] Mail, T. M. (2015). In-game Minecraft quests for elementary education. International Journal for Innovation Education and Research, 3(8), 167–174.
[21] Marklund, B. B., Backlund, P., & Johannesson, M. (2013). Children's collaboration in emergent game environments. In G. N. Yannakakis, E. Aarseth, K. Jørgensen, & J. C. Lester (Eds.), Proceedings of the 8th International Conference on the Foundations of Digital Games (FDG 2013) (pp. 306–313). Santa Cruz: Society for the Advancement of the Science of Digital Games.
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[26] Norwegian Media Authority. (2016). Barn og medier 2016: 9–16 åringers bruk av opplevelser av medier. Retrieved from https://www.medietilsynet.no/globalassets/publikasjoner/barn-og-medierundersokelser/2016_barnogmedier.pdf
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[30] Postholm, M. B. (2015). Methodology in cultural-historical activity theory: The example of school-based development. Educational Research, 57(1), 43–58. | DOI 10.1080/00131881.2014.983723
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[33] Sáez-López, J.-M., Miller, J., Vázquez-Cano, E., & Domínguez-Garrido, M.-C. (2015). Exloring application, attitudes and integration of video vames: MinecraftEdu in middle school. Educational Technolog y & Society, 18(3), 114–128.
[34] Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage Publications.
[35] Turkay, S., Hoffman, D., Kinzer, C. K., Chantes, P., & Vicari, C. (2014). Toward understanding the potential of games for learning: Learning theory, game design characteristics, and situating video games in classrooms. Computers in the Schools, 31(1–2), 2–22. | DOI 10.1080/07380569.2014.890879
[36] Virkkunen, J., & Newnham, D. S. (2013). The change laboratory. A tool for collaborative development of work and education. Rotterdam: Sense Publishers.
[37] Vygotsky, L. S. (1978). Mind in the society. The development of higher psychological processes. Cambridge: Harvard University Press.
[38] Willett, R. (2016). 'Microsoft bought Minecraft... who knows what's going to happen?!': A sociocultural analysis of 8–9–year–olds' understanding of commercial online gaming industries. Learning, Media and Technology, 43(1), 101–116. | DOI 10.1080/17439884.2016.1194296
[39] Yin, R. K. (2014). Case study research. Design and methods (5th ed.). Los Angeles: Sage.