Figure 1 - uploaded by Sherry Yi
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Top two levels of our Minecraft taxonomy. The number of actions in each top level is shown in the figure, with 166 total distributed across the sub-categories.
Source publication
1. Minecraft: Popular and relevant for education With over 110M players, 241M logins per month, and 2B+ hours played on Xbox alone 1 , in 2016 the video game Minecraft ascended to be the second most popular game in history, passing Grand Theft Auto V but still well behind Tetris (Peckham, 2016). One way to think about its reach and appeal is that m...
Contexts in source publication
Context 1
... begin, we reviewed documentation, research literature, discussion boards, Minecraft wikis, and interviewed expert players to create a master list of actions. The first three authors independently organized the actions into groups, then came to consensus on the overarching structure showing in Figure 1. Six major categories emerged, showing in the top row of the figure, followed by 2-5 subcategories for each. ...
Context 2
... begin, we reviewed documentation, research literature, discussion boards, Minecraft wikis, and interviewed expert players to create a master list of actions. The first three authors independently organized the actions into groups, then came to consensus on the overarching structure showing in Figure 1. Six major categories emerged, showing in the top row of the figure, followed by 2-5 subcategories for each. ...
Citations
... Educators and researchers started using Minecraft towards educational ends as the game grew in popularity [for a review see: [16]]. Minecraft is used across the curriculum from STEM (e.g., [13]) to the arts (e.g., [4]) and even informally for social-emotional development (e.g., [19]). With this growing interest, several books have since been written, guiding teachers in their adoption of Minecraft for their lessons [8,10]. ...
Digital games have long been of interest to Game Studies communities , but relatively few have examined how teachers design with and incorporate commercial digital games in their teaching in K-12 classrooms. In this paper, we examine a corpus of 627 online lesson plans designed for Minecraft Education Edition. First, we provide descriptive statistics about the authors, language, subject areas, skills, and intended student age of the lessons. We then share our work-in-progress to analyze lessons uploaded by 16 power users. With this analysis, we hope to work towards a taxonomy of teachers' designs with sandbox games. Our work contributes a snapshot of the current landscape of uses of Minecraft Education Edition as an educational tool and begins exploring how teachers design with a sandbox game for learning.
