Chapter

The Educational Impacts of Minecraft on Elementary School Students

Authors:
  • Haute Ecole Pédagogique Vaud Lausanne
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Abstract

Minecraft is the second highest-selling videogame of all time. It is also used educationally in American, Swedish, and Canadian schools. Since an increasing number of schools have begun to use this game in their classrooms, it has become important to scientifically investigate its educational potential to better understand its impact on students. In the case of this research project, the use of Minecraft in a scholastic setting was investigated while focusing on the following objectives: (a) highlighting the main uses of Minecraft in a scholastic setting and (b) identifying the main advantages associated with the scholastic use of Minecraft.

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... While discussing the possible benefits and losses of video games, there is a tendency to make some common generalizations about some specific game genres, such as the notion that violent games could increase players' aggressiveness (Gonzalez & Greitemeyer, 2018;Greitemeyer, 2018). Or, puzzle games could be used to enhance gamers' creativity (Crombie et al., 2016;Karsenti & Bugmann, 2018). Different classifications are made while defining video game genres, but due to the complex nature of the classification process, it is almost impossible to reach a consensus on emerging classifications. ...
... The students' vocabulary learning success and retention in the experimental group were significantly higher than those in the control group. The reason for this positive effect, also stated by the students verbally during the interviews, could be the students' love towards lessons in which they play games (Sandford et al., 2006) and their increased motivation towards English learning (Betz, 1995;Hwang et al., 2017;Karsenti & Bugmann, 2018;Klein & Freitag, 1991;Turgut & Irgin, 2009). Another reason for this positive effect could be that the students find the English lessons in which they play games fun (Hung et al., 2018;Karsenti & Bugmann, 2018) and think that these games help them learn (Karsenti & Bugmann, 2018;Turgut & Irgin, 2009). ...
... The reason for this positive effect, also stated by the students verbally during the interviews, could be the students' love towards lessons in which they play games (Sandford et al., 2006) and their increased motivation towards English learning (Betz, 1995;Hwang et al., 2017;Karsenti & Bugmann, 2018;Klein & Freitag, 1991;Turgut & Irgin, 2009). Another reason for this positive effect could be that the students find the English lessons in which they play games fun (Hung et al., 2018;Karsenti & Bugmann, 2018) and think that these games help them learn (Karsenti & Bugmann, 2018;Turgut & Irgin, 2009). This RPG, inspired by the environment in which students live, might have helped them identify themselves with the characters in the game (Wolf, 2005) and helped them to easily get used to the environment (which is time-consuming for non-gamers) (Joorabchi & El-Nasr, 2011). ...
Article
This study aims to integrate video games into classrooms not as a replacement for regular lessons but as supplementary materials under the teacher's supervision. To this extent, the researcher created an educational English learning video game specifically modeled on the students' real lives. Ninety-six middle school students, 48 in the control group and 48 in the experimental group, participated in the study. While follow-up activities were used in the control group and the regular classroom teaching, students in the experimental group played the educational game under the teacher's supervision with no follow-up activities. Pre, post, and retention achievement tests were applied to the students. Semi-structured interviews were also conducted with 18 students from the experimental group. The results showed that the experimental group's vocabulary learning and retention were significantly higher than the control group. Also, the views of the students on English lessons and games based on their lives were promising. By considering the achievement test and students' views on the game developed, it can be said that the game in the study includes educational features as well as the basic features of the games.
Thesis
Mothers are both users of digital media and facilitators of children’s use, yet little research has explored how these intersecting points of digital interaction shape their mothering experience. This thesis explored how the growing importance placed on digital media use for everyday societal functions impacts the role and experience of mothering in the home. Qualitative interviews with mothers revealed that changes in the digital learning practices of schools, and the need to maintain a digital umbilical cord with children, increased ownership and use of digital devices in the home. Time-poverty was alleviated and exacerbated by mother’s own use of digital media and intensified by the need to manage children’s use. The study concludes that contemporary mothering manifests as digital mothering, a state that is experienced and interceded through complex interactions with digital media in the home.
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