Figure 4 - uploaded by Gregor Steinbeiß
Content may be subject to copyright.
Source publication
Research has shown the educational benefits of using the video game Minecraft in areas such as sciences and educational purposes as a teaching tool to transfer knowledge. Most studies, however, address the issue from an external perspective, rather than a student-centred perspective by evaluation from the researchers’ or teachers’ perspectives. Thi...
Contexts in source publication
Context 1
... European Centre for the Development of Vocational Training argues that distinction between the two definitions is not polar since those do not cover various structured learning situations without a curriculum (Cedefop, 2009). As seen in Figure 4 non-formal learning is introduced as a definition for learning occasions which feature less structured activities without the necessity of a curriculum but triggered intentional. The Education and Training Policy Division of the OECD (2010) defines non-formal learning environments as learning resulting from daily life activities related to work, family or leisure providing examples like swimming sessions for children, community-based sports programs or boy or girl scouts. ...
Context 2
... the online observation of the second evaluation phase (3.5), one could monitor that students were eager to finally escape the island by reaching the escape platform. The motivation of being able to enjoy the whole Minecraft world/experience on the server during the upcoming holidays for free playing lead to a rapid success in building a bridge ( Figure 40) and in beating the game and our story. It was mentioned (screamed) many times during the classroom session that the participants were already looking forward to the next semester and the next storylines and quests. ...
Similar publications
This paper outlines the first stage of a design-based research (DBR) project exploring the literature and establishing a research methodology for the design of mixed reality (MR) environments to enhance informal learning in preparation for engagement in high-risk environments. The context of the project is mountain safety education for expert climb...
Citations
... Furthermore, it is verified by the interview findings that the subject of evaluation is kept in the background and is not listed among the priority areas emphasized. This may be due to the fact that game-based learning environments are defined as a learning tool (Steinbeiss, 2017) and are used to serve the learning purpose rather than the evaluation purpose, and the evaluation procedures are conducted using classical methods outside of the game environment. Nonetheless, the evaluation sections in the course designs and the views of the teachers who use such course designs for evaluation are critical in the sense that they point out the importance of alternative assessment processes to be performed in game-based learning environments. ...
The purpose of this research is to evaluate the potential of use for computer science course designs (CSCD) created by game-based learning method. Qualitative case study was used as the research design. CSCDs created for Minecraft Education Edition (MinecraftEdu) were examined in the context of various criteria by document analysis method, and semi-structured interviews were conducted with teachers actively using MinecraftEdu in their classes. The research revealed that the CSCDs created for MinecraftEdu primarily aimed at developing coding and design skills, underscored interdisciplinary collaboration, laid more emphasis on cognitive-psychomotor achievements with curriculum eligibility. It was acknowledged that introduction, body and conclusion parts have an elaborate design in majority of course designs according to Gagné's Events of Instruction Model, and yet, more attention should be paid to gaining the learner’s attention, stimulating recall of prior learning, giving feedback, and ensuring retention and transfer. Despite increasing interest and trend towards educational games and game-based learning environments, there are limited number of studies that can help teachers evaluate the games that can be most effective in their fields and different learning contexts. Therefore, it is anticipated that this study will contribute to the related literature on game-based course designs and applicability.
... The results of the study showed that the use of Minecraft improved students' abilities such as social skills, creativity and reasoning. Steinbeiß (2017) aimed to determine the effects of games on students' formal and informal learning outcomes. According to the findings of the study, the content designed in Minecraft had a supportive effect on students' formal and informal learning outcomes. ...
... Considering the views on the question "What can the use of Minecraft in lessons contribute to you?", which was asked to determine the students' thoughts about the use of Minecraft EDU in other lessons, it can be said that the students responded positively to the use of Minecraft EDU in other lessons, in general, the use of Minecraft EDU in lessons is interesting for students and will increase their motivation, they will be more active in the process and they will be able to realize permanent learning. The results obtained at this point are similar to the opinions in the literature (Cömert, 2020;Cueva, 2018;Da Silva et al., 2017;Karsenti & Bugmann, 2017;Nigar, 2022;Pusey & Pusey, 2016;Schafer, 2017;Steinbeiß, 2017;Şentürk, 2020). On the other hand, there are also studies indicating that they cannot maintain their existing motivation (Balogh & Beszédes, 2013). ...
... sorusuna ilişkin belirtilen düşünceler göz önüne alındığında, öğrencilerin diğer derslerde de Minecraft EDU kullanılmasını olumlu karşıladıkları, genel olarak derslerde Minecraft EDU kullanımının öğrencilerin ilgi çekici olduğu ve motivasyonunu artıracağı, süreç içinde daha aktif olacakları için kalıcı öğrenmeler gerçekleştirebilecekleri söylenebilir. Bu noktada elde edilen sonuçlar alanyazında bulunan görüşler ile benzerlik göstermektedir (Cömert, 2020;Cueva, 2018;Da Silva ve diğerleri, 2017;Karsenti ve Bugmann, 2017;Nigar, 2022;Pusey ve Pusey, 2016;Schafer, 2017;Steinbeiß, 2017;Şentürk, 2020). Buna karşın var olan motivasyonu koruyamadığını belirten araştırmalar da mevcuttur (Balogh ve Beszédes, 2013). ...
In the current study, it was aimed to examine the effect of game-based Python codingeducation with Minecraft EDU on students' problem solving skills and attitudestowards coding. The study was designed with a one-group pretest-posttestexperimental model, which is one of the quantitative research methods supported byqualitative data. The research group consists of 7th grade students studying in a publicschool in Zile district of Tokat province in the 2021-2022 academic year. The study wasmaintained with a 6-week program of 12 hours in total. The data collection tools usedto collect data within the scope of the research are "Problem Solving Inventory forChildren (PSI)", "Attitude towards Coding Scale" and semi-structured interview form.According to the findings, no difference was found in the problem solving skills of thestudents participating in the study. Gender, daily game playing time and dailyinternet usage time variables were found to have no effect on problem solving skills.However, the variables of computer use duration show a significant difference. As aresult of the research, no difference was found in students' attitudes towards coding.Similarly, it was found that gender, duration of computer use (years), daily computeruse, daily internet use and daily computer game playing time had no effect onattitudes towards coding. In addition, it was determined that game-based codingeducation is fun, more instructive, provides active learning, increases interest andmotivation towards the lesson and makes the process more instructive and thelearning process enjoyable. Moreover, it was determined that text-based codingcaused difficulties for the students and the fact that the code groups were in Englishmade the process more difficult.
... Steinbeiß [20] also presented this finding, arguing that a need exists for the groundwork to produce learning environments in Minecraft. The author argued for observations on how specific designs could provide content to influence the learning outcomes. ...
... One aspect of designing a learning environment in a game is to provide feedback to player actions in the game, thereby supporting knowledge acquisition from the presented content. A reward-based learning environment can function as a motivational tool during formal and informal learning phases, but it is not enough to assure the learning outcome [20]. ...
... From the assessment strategies employed in the studies, it was not clear whether the participants retained any content after finishing the game. Considering the use of the proposed game in a classroom context, the introductory and evaluation stages administered by a teacher can encourage thinking in students, as discussed by Steinbeiß [20]. Future studies can focus on assessing information retention and knowledge recall. ...
Digital technology has shaped the way humans interact with information and create knowledge. These conditions have in turn shaped a generation of people who experienced virtual environments very early in their lives and are often referred to as digital natives. This group of people has a particular way of communicating and interacting. It characterizes their affinity spaces and the many experiences with virtual worlds and digital games. In digital games, the separation between entertainment and learning is becoming less pronounced. Many game titles have been used for educational purposes. An iconic example is Minecraft, which has been used formally in some schools to teach topics on the environment. However, studies on formal topics in Geography are conspicuously absent, and we therefore selected Minecraft to understand how digital natives learn about Geography given the character of its virtual environment. To this aim, we developed a learning task scenario for global climate zones. The scenario was tested in two pilot studies with two different groups of participants. The results indicate that participants already share some degree of knowledge about the game environment, despite differences within the digital native group. Using the results of the pilot studies, we discuss the design choices to engage players in the game's learning activity.
... Minecraft Education Edition was rebranded from Minecraft EDU and officially released in Summer 2016. Since then, it has been used to engage students across subjects as an open-world game that promotes creativity, collaboration, and problem-solving in an immersive environment (Hobbs, Stevens, Hartley, & Hartley, 2019;Mørch, Mifsud, & Eie, 2019;Steinbeiß, 2017). In 2017, Minecraft Education Edition became available in 115 countries around the world with more than two million users (Thorp-Lancaster, 2017). ...
... Teachers have the option of choosing which mode best fits in the curricula. In addition, mods, or add-ons, to the standard version of Minecraft can modify the game's rules, content, or design (Steinbeiß, 2017). Through the use of mods, teachers can make subtle changes without having to restructure the entire game. ...
... As Steinbeiß (2017) indicated, limiting target learning content may be advisable when using Minecraft for educational applications. Too much information can be overwhelming, so it may be more effective to present a narrow range of topics in order to delve more deeply into material. ...
This study explored the educational potential of Minecraft, which has been widely used since its first release in 2009. Articles about Minecraft were searched for in ProQuest. Data were gathered from 28 articles that were indicative of three categories: integration into curriculum; student engagement, interest, and enthusiasm; and knowledge and skills acquisition. By using Minecraft, students acquire knowledge and skills and are also engaged, interested, and enthusiastic when Minecraft is employed in science, math, social sciences, and language arts and composition classes. Challenges with using Minecraft in the classroom include the lack of focused learning objectives, inflexible curriculum, and no previous gaming skills. Nevertheless, Minecraft holds potential for game-based teaching and learning. Successful integration of Minecraft into the teaching and learning environments requires teacher-centeredness versus learner-centeredness.
... The use of Minecraft in classroom environments has been explored in a variety of studies. Researchers have suggested ways to integrate the game into curriculums, offered insight into some benefits and drawbacks of doing so, and proposed possible paths of further application (Callaghan, 2016;Kuhn, 2017;Mail, 2015;Petrov, 2014;Steinbeiß, 2017) The majority of this research lends evidence to the theory that Minecraft is a highly beneficial tool for education. Thus, in this study, the researchers aim to design a Minecraft game to help and facilitate players learning a language through negotiating meanings and co-constructing knowledge. ...
The purpose of this chapter is to design a Minecraft simulation game where players can learn a language by communicating and negotiating meaning with other players. To achieve this, Gagné's events of instruction and Schmitt's strategic experience modules were adopted as a theoretical lens for simulation building. After the simulation game was designed, it was implemented to test its feasibility. The result shows that the simulation game has both the intended features of knowledge co-construction and the negotiation of meaning, as well as enjoyment of the game. The test result, however, also suggests that the simulation game needs more conditionals and loops in order for players to repeat their simulation game at any place and time.
The purpose of this chapter is to design a Minecraft simulation game where players can learn a language by communicating and negotiating meaning with other players. To achieve this, Gagné's events of instruction and Schmitt's strategic experience modules were adopted as a theoretical lens for simulation building. After the simulation game was designed, it was implemented to test its feasibility. The result shows that the simulation game has both the intended features of knowledge co-construction and the negotiation of meaning, as well as enjoyment of the game. The test result, however, also suggests that the simulation game needs more conditionals and loops in order for players to repeat their simulation game at any place and time.
