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Designing a Minecraft Simulation Game for Learning a Language Through Knowledge Co-Construction
Abstract
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.
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Language teaching is not just about teaching languages, it is also about helping students to develop themselves as people. Task-based language teaching (TBLT) proposes the use of tasks as a central component in the language classroom because they provide better contexts for activating learner acquisition processes and promoting second language learning. Task-Based language teaching has attracted the attention of second language learning which was coined and later developed by second language researchers and educators in reaction to other teacher-dominated, form-oriented methods. Role play is a technique in which students are presented with a real or artificial environment and they are exposed with some find of case or situation and they need to exhibit the same in form of roles. A brief outline of task-based teaching and a brief historical sketch of role-play is given in this paper. This paper focuses on the need of task-based language teaching in classrooms and role play as a instructive method which serves as a multi-skill developing weapon where the students not only develop a broader perspective about a task or new role but also the horizon of understanding others behavior resulting into empathy, team work, better communication, interpersonal skills and management development.
As elementary school students become more tech-savvy, they may expect more out of an education presentation. This paper presents methods to modify a popular game, Minecraft, to include educational elements. Two specific modifications demonstrating math concepts were completed and shown to adults. Surveys indicate that Minecraft playing adults feel the additional elements included in these modifications could be beneficial to students.
This paper discusses the process of developing a Minecraft virtual world for children to participate in globally as part of the author's research in education at Curtin University. Virtual Worlds are becoming more accessible to children in this age group globally (Neilsen, 2016) and schools are now utilising online games as a legitimate educational tool. The purpose of this paper is to inform on the similarities in the intercultural frameworks of a range of curricular and how this has been tabled and utilised to scaffold a global virtual world built in Minecraft on a private server According to the Australian Curriculum teaching Intercultural competencies in primary schools is an essential part of the curriculum (ACARA, 2012). It is one of the core General Capabilities-meaning it is to be interwoven through all subjects throughout the curriculum at all year levels. Different curricula have different emphasis of the skills, attitudes and behaviours that are part of intercultural competencies (Hall, 2010). The world development is of interest as it has many elements that enable it to be modified and used flexibly throughout all curricular areas. The process of developing the virtual world in a way that enables children (9-13years old) adequate interaction and structure matching to the Australian Curriculum, and International Baccalaureate Curriculum versions of Intercultural Competencies has been reviewed and altered many times. In this paper the author gives an overview of how this process has occurred.
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. This leads to a gap of data from the participants’ perspective and its usage in education. Those studies discuss how Minecraft is used as a simple teaching tool by filling it with content. Likewise, little research has studied in detail about the pedagogical designs of the virtual learning environments, or the design of the content within the game. This study aims at examining how the chosen content design and playability of the online learning environments influence the formal and informal learning outcome of a student in Minecraft. It looks at challenges faced by teachers and students by using those designs as a tool for transferring knowledge and how those challenges are dealt with during the study. In addition, the “Steinbeiß-Ruotsalainen Model for Formal, Non-Formal and Informal Learning with Minecraft” will be introduced and validated. In order to do so, a design-based research project was carried out, including six face-to-face interventions. 16 students participated in those interventions and had the opportunity to access to the online content 24 hours a day over a time period of three months. The presented data was collected through observations, video data, interviews and a survey. Based on the results of the study, the research showed that gamified designed learning environments in Minecraft benefit informal and formal learning experiences. It was observed that the designed reward-based learning environments can function as a motivational tool during the formal and informal learning phases. The introduced “teacher as an online facilitator” can support the learning outcome during formal and informal learning phases in Minecraft. It was concluded that spatially divided designs for learning environments can benefit formal learning, and that designing a learning environment by simply providing content can benefit informal learning. Designs facilitating an online society in Minecraft can create opportunities to establish social connections, and self-regulated learning benefits the learning outcome. It was observed that children need time to adapt to newly designed learning environments in Minecraft, and those with previous gaming experience do not necessarily benefit more than others. Clear rules on the Minecraft-server are needed to be implemented in order to maintain a successful learning environment. By linking theory and research results it was concluded that the “Steinbeiß-Ruotsalainen Model” can be used as a cornerstone for designing educational content in the game and for further research attempts in Minecraft based on design-based research.
As computer-based game use grows in classrooms, teachers need more opportunities for professional development aimed at helping them to appropriately incorporate games into their classrooms. Teachers need opportunities not only to learn about video games as software but also about video games as culture. This requires professional development that embeds educators in the social practice of games while they learn how to play and implement them in classroom practice. This article describes the design considerations around the ongoing TESOL Electronic Village Online (EVO) Minecraft Massively Open Online Course (MOOC) that mimics the social practices around video games by reimagining professional development as a participatory culture. This participatory-culture approach anchors participants’ learning of the video game Minecraft in a multiyear community of educators who share ideas, post videos, blog, and play Minecraft together. This community of practice raises awareness among its participants of the participatory cultures in which our students play video games.
Since the field of educational videogames or serious games is not limited to games that are specifically designed for educational purposes, videogames such as Minecraft have aroused the attention of teachers and researchers alike. To gain insights into the applicability of Minecraft, we reviewed the literature on use of the game in education and experimental research. We summarized the current usage in addition to our own considerable experience with Minecraft in courses on educational videogame design and as a research instrument in instructional psychology and discuss the benefits and limitations. Based on these observations, we outlined the future of Minecraft in both fields and emphasize examples that already stretch the technical and methodical boundaries. To increase the application of our analysis, we distill three main implications from our observations that address the future of educational and research tools in educational videogames in general.
With digital technology more accessible than ever, it is no surprise that students are spending an increasing amount of time playing video games. This study sought to investigate the educational value of digital game-based learning, or, the use of video games in the classroom. In this investigation, two Perth metropolitan schools trialled digital game-based learning by using MinecraftEdu as an innovative tool to teach science. The game provides a sandbox-style environment that allows students to interact with their digital surroundings in an extremely flexible way. MinecraftEdu was used alongside more traditional teaching methods at both schools to engage students in Earth Science and subsequent topics. Surveying students before and after the program took place and collecting anecdotal evidence during class through teacher observations assessed the value of the software. The comparison of the student surveys indicated a clear increase in student interest in science and the use of ICTs in school following the MinecraftEdu program. A majority of students, 84%, reported enjoying using MinecraftEdu in the classroom and 94% said they wanted to use MinecraftEdu in the classroom again. In addition to presenting student data obtained during the trial, information regarding the logistical issues with establishing and running the MinecraftEdu program, including lesson preparation and technology requirements, is also discussed.
This article investigates contemporary research on the use of massively multiplayer online role-playing games (MMORPGs) in language education. The development and key features of these games are explored. This is followed by an examination of the theories proposed as a basis for game-based learning, and the claims made regarding the value of utilizing network-based gaming in computer assisted language learning (CALL). A critical analysis of three influential learner-based studies drawn from the literature is then undertaken. This reveals that present research is largely exploratory in nature and is subject to limitations. The analysis draws attention to the role played by learner training and indicates that for intermediate and advanced level English language learners, MMORPGs offer a motivating context that elicits engagement in beneficial forms of target language interaction. Research further suggests that learner participation in network-based gaming provides valuable opportunities for vocabulary acquisition and the development of communicative competence. This article concludes by highlighting the urgent need for additional studies and identifies areas with potential in future research.
In this review of research, various aspects of collaboration are discussed to understand more completely the phenomenon of jointly constructed activity in pedagogical contexts. This chapter presents the parameter for collaborations, differentiates collaboration from interaction, and reviews studies organized into three themes: collaboration and community, collaboration and language development, and collaboration and identity. Concepts taken from sociocultural theory provide an overarching explanatory framework of learning in the collaborative setting. These concepts include goal-directed activity, human relations, mediation, history, and culture. Consideration for emergent directions for research on collaboration and language learning are presented.
Children with attention deficit hyperactivity disorder (ADHD) are at significant risk for a variety of comorbid conditions, including social skills deficits. Although interventions addressing various aspects of social difficulties with these children have been developed, few researchers have integrated new technology with existing social skills intervention literature and investigated such approaches empirically. The purpose of this study was to investigate the effectiveness of a computer-mediated social skills training program for children diagnosed with ADHD. The program presented specific social skill sequences to four children with ADHD in a variety of computer–facilitated formats with video peer modeling, social problem–solving, and reinforcement components. Participants’ abilities to demonstrate specific social problem–solving skills effectively in a behavioral analogue environment were evaluated. The study used a multiple-probe variation of the multiple-baseline de sign (MBD) across participants. All participants demonstrated improvements in ability to demonstrate effective social problem–solving skills in analogue role–play assessments with live peers. Follow–up data at 3 and 6 week intervals indicated that participants maintained their gains over time.
Betty’s Brain is a computer-based learning environment that capitalizes on the social aspects of learning. In Betty’s Brain,
students instruct a character called a Teachable Agent (TA) which can reason based on how it is taught. Two studies demonstrate
the protégé effect: students make greater effort to learn for their TAs than they do for themselves. The first study involved 8th-grade students
learning biology. Although all students worked with the same Betty’s Brain software, students in the TA condition believed
they were teaching their TAs, while in another condition, they believed they were learning for themselves. TA students spent
more time on learning activities (e.g., reading) and also learned more. These beneficial effects were most pronounced for
lower achieving children. The second study used a verbal protocol with 5th-grade students to determine the possible causes
of the protégé effect. As before, students learned either for their TAs or for themselves. Like study 1, students in the TA
condition spent more time on learning activities. These children treated their TAs socially by attributing mental states and
responsibility to them. They were also more likely to acknowledge errors by displaying negative affect and making attributions
for the causes of failures. Perhaps having a TA invokes a sense of responsibility that motivates learning, provides an environment
in which knowledge can be improved through revision, and protects students’ egos from the psychological ramifications of failure.
Recent years have seen the emergence of Web2.0, in which users are not only passive recipients of the featured content, but actively engaged in constructing it. Sites such as ‘Facebook’ and ‘Myspace’ are typical examples of this, as are blogs that allow users to present themselves online, to write about their daily lives or even to establish themselves as an authority on a particular subject. Due to the opportunities for self-reflection and interactive learning offered by blogs, they have also become one of the emerging tools in language pedagogy and higher education. At the same time, peer feedback is a technique that is increasingly used by educators instead of, or in addition to, tutor feedback, due to its potential to develop students’ understanding of standards, to initiate peer feedback, and to engage the student in the process of learning and assessment.
This paper is concerned with the question to what extent blogs can facilitate peer feedback and what issues need to be addressed for them to be a valuable tool in this process. After reviewing the recent literature on peer feedback and the specific issues emerging from providing feedback through computer mediated communication (CMC) technologies, the paper presents the results from a pedagogic research project in an advanced German language class in which blogs were used for this purpose. Drawing on students’ blogs as well as the responses given by students in questionnaires and focus groups and responses by experienced tutors in interviews, the paper argues that blogs are potentially valuable tools for peer feedback, but entail the need to address specific issues regarding the choice of CMC tool for feedback tasks, training in the use of interactive online tools and the roles of teachers and students.
Role-play is an effective technique to animate the teaching and learning atmosphere, arouse the interests of learners, and make the language acquisition impressive. So this research will mainly focus on how to apply it successfully and take the most advantage of it in English class. The outcome shows there are four crucial factors for its success: the topic chosen should be real and relevant; the teacher need 'feed-in' the appropriate language; correct errors in a proper way; some of teachers role are facilitator, spectator or participant. Incorporating role-play into the classroom adds variety, a change of pace and opportunities for a lot of language production and also a lot of fun!
The seminal work of Russian theorist Lev Vygotsky (1896–1934) has exerted a deep influence on psychology over the past 30 years. Vygotsky was an educator turned psychologist, and his writings clearly reflected his pedagogical concerns. For Vygotsky, schools and other informal educational situations represent the best cultural laboratories to study thinking. He emphasized the social organization of instruction, writing about the 'unique form of cooperation between the child and the adult that is the central element of the educational process'. Vygotsky's emphasis on the social context of thinking represents the reorganization of a key social system and associated modes of discourse, with potential consequences for developing new forms of thinking. This volume is devoted to analyzing Vygotsky's ideas as a means of bringing to light the relevance of his concepts to education. What does Vygotsky's approach have to offer education? Distinguished scholars from various countries and representing several disciplines discuss the essence and significance of Vygotsky's work, analyze the educational implications of his thoughts, and present applications in practice, addressing educational issues such as school organization, teacher training, educational achievement, literacy learning and development, uses of technology, community-based education, and special education.
Minecraft is currently the second most popular video game of all time, with more than 100,000,000 copies sold worldwide. Schools in many countries, including the United States of America and Sweden, have decided to integrate the game into their standardized curricula. It is also used in other countries to teach children science, urban planning, and languages. In Montreal, several schools have joined Mission 375, a contest associated with the city’s 375th anniversary celebration.The aim is to get students to use Minecraft to reproduce detailed historic Montreal sites and events.
The increasing application of this video game for educational purposes has attracted research attention.The main goals of this exploratory study were to identify the uses, benefits, and challenges of supported integration of Minecraft into classrooms for teaching and learning purposes. Participants comprised 118 students attending third to sixth grade of a French-language school in the Greater Montreal (Canada) Area during the 2016–2017 school year. Data were collected with ten instruments: (1) surveys; (2) semi-directed interviews outside of game time; (3) short individual interviews during game time; (4) group discussions with students throughout the Minecraft gameplay sessions; (5) observations and analysis of supervised gameplay videos; (6) observations and analysis of think aloud protocol videos collected during supervised gameplay; (7) individual interviews with teachers and moderators during supervised gameplay sessions; (8) tracking of students’ progress across the game levels; (9) a weekly diary by the Minecraft moderator; and (10) “digital footprints”(i.e., student-generated Minecraft products). This project gave students an opportunity to learn through supported educational use of Minecraft. A specific pedagogical Minecraft program was designed for this project. It contains 30 tasks divided into 10 progressive levels that advance from the simplest to the hardest task. This approach allowed developing a number of learning skills, including motivation, computer programming, basic informatics skills, and peer collaboration. This report presents the background, research method, and results, including the many benefits for students of using Minecraft at school.
This research paper identifies the way in which Minecraft Edu can be used to contribute to the teaching and learning of secondary students via a multiple case research study. Minecraft Edu is recognised as a gamification tool that enables its users to create and evaluate project-based learning activities within a classroom context. Learning through edugames was found to enhance learning as well as allow students to attain overall learning outcomes. This permitted an enhancement of engagement, collaboration, the creation of authentic learning activities as well as the attainment of learning outcomes. The role of the teacher was also found to play a considerable role in students attaining these twenty-first-century teaching and learning capabilities.
Among the entertainment and media market, it can be observed that animations, comics, and video games (hereinafter abbreviated as ACG) have the highest output value and most market influence. Moreover, ACG also incorporates various industries and creates many derivative products. As the ACG industry emphasizes acousto-optics, imagery, and storylines, personal impressions derived from consumer experiences will influence consumer decisions. In addition, the ACG industry is mainly marketed towards younger age groups, with younger people being the main consumers; as such, these consumers’ decisions are more easily affected by peer behavior.
This study aims to analyze the effects of internal cognitions and external influences on buying behavior of ACG consumers by applying the uncomplicated decision tree data mining algorithm. We analyze and develop the target attributes on measures of customer loyalty for ACG industry to set up the decision trees from the collected questionnaire data. The decision tree data mining method is applied to analyze the hidden association rules between the target attributes (i.e., consumer loyalty) and the critical influencing factors of consumer’s internal impressions and external influences for ACG consumers. The results and suggestions of this paper can be used as a reference for enterprises in the ACG industry to help with business policies concerning products’ extensional design, marketing, and CRM, and to further strengthen customer satisfaction and loyalty, thus increasing company profits.
Over the past decade, experiential marketing has been the focus of many hospitality and tourism studies. Yet the existing literature does not provide experimental evidence of the incremental effects of affective and sensory attributes on the choice of hospitality service and destinations. This study attempts to provide some such evidence by using discrete choice modeling to examine the differential effects of cognitive, affective, sensory attributes on hotel choice. Bayesian D-optimal design based on JMP 8.0 was used to create a discrete choice experiment. Consumer hotel choice was predicted using random parameter logit (RPL) models. These results demonstrate that when customers choose a hotel, they consider not only cognitive attributes (e.g., price, service and food quality, and national brand), but also affective (e.g., comfortable feeling and entertaining) and sensory (e.g., room quality, overall atmosphere) attributes. The results also demonstrate the incremental value of adding affective and sensory attributes to a choice model when compared to a model using only traditional cognitive attributes. The data suggest that hotel managers can effectively differentiate their properties by incorporating affective and sensory attributes in their promotions. Moreover, the findings provide hotel managers with important insights into new product development and marketing communications strategy.
A tectonic shift in design practice was underway in 1999. Both traditional features and benefits marketing and brand communications were giving way to customer experience design. Our community saw that this was a more powerful platform for integrating design and communications activities, and a whole new set of approaches, methods, and tools were beginning to be developed. While several authors, such as Pine and Gilmore, had successfully advocated for this new perspective, Bernd Schmitt from Columbia Business School was creating a systematized, practical framework for managing experience design.
The core ideas presented are still relevant today. In fact, designers are still having to make the same arguments to business 15 years later. Schmitt's article (in addition to his many other books and articles) reveals emerging distinctions that many of us in the design industry have built upon in our writings. While the concept of experience design has matured to include more robust models and more comprehensive frameworks for guiding design development, practitioners will find this piece both useful for what they do today and a good reminder of how we got here.
In recent years, computer games have moved from the margins of popular culture to its center. Reviews of new games and profiles of game designers now regularly appear in the New York Times and the New Yorker, and sales figures for games are reported alongside those of books, music, and movies. They are increasingly used for purposes other than entertainment, yet debates about videogames still fork along one of two paths: accusations of debasement through violence and isolation or defensive paeans to their potential as serious cultural works. This book contends that such generalizations obscure the limitless possibilities offered by the medium’s ability to create complex simulated realities. This book explores the many ways computer games are used today: documenting important historical and cultural events; educating both children and adults; promoting commercial products; and serving as platforms for art, pornography, exercise, relaxation, pranks, and politics. Examining these applications in a series of short chapters, the book argues that together they make the medium broader, richer, and more relevant to a wider audience.
Blogs are currently powerful instrument and their proliferation has attracted substantial attention from marketing practitioners and academics. The aim of this study is to propose a model to understand and examine during the formation of sustainable social relationships and the continued usage of blogs in marketing contexts. Two exogenous constructs – customer experience and perceived value – have not only directly influenced satisfaction and intention to continue to use blogs, but also indirectly affected customers'/citizens' sustainable social relationship with blogs through the mediation of satisfaction and continuance intention. The analysis results herein demonstrate that sustainable social relationship is determined significantly by continuance intention and satisfaction toward blogs, while the influences of customer experience and perceived value on continuance intention are both respectively significant. However, the direct influence of customer experience on continuance intention is insignificant. In addition, this study examined and empirically confirmed the mediating role of continuance intention and satisfaction on blogs between customer experience and perceived value. Finally, the findings of this research propose the detailed theoretical and managerial implications for academicians, blog operators and government agencies.
Most teachers realise that the best strategy to encourage communication in a classroom is to remove the classroom. By creating learning situations that interest and immerse students we weaken the constraints of the classroom and encourage the development of communicative language use. This is the basic principle of language-learning simulations. While teachers often use role-plays, some may feel that simulations will be too difficult to organise or too demanding for their students. This reluctance is understandable but ill-founded. While simulations require thought and planning, they come in all shapes, sizes, and levels of complexity and can be tailored to match the individual circumstances of a particular group. This article briefly covers some of the main issues by answering a series of questions. It describes what a language-learning simulation is, looks at some of the problems, and suggests how teachers might overcome them. What is a Simulation? Basically, a simulation is a problem-driven activity that occurs in a clearly described realistic setting. In a simulation students are given a task to perform or problem to solve together with the necessary background information and environment in which to do it. The learner responds to the task and acts within the constraints of the environment to complete it. Most teachers are familiar with roleplays, and simulations share a lot in common with this technique. Both are interactive learning events, but generally roleplays involve learners taking on characters that are not their own, while participants in a simulation behave as themselves. They therefore apply their own background and first-language experiences to a situation. In addition, roleplays are often set up to practice particular language functions in a highly controlled context and are relatively simple and short. Simulations, on the other hand, provide a realistic setting for more extensive interaction in which students can get more personally involved.
This article presents a consumer-psychology model of brands that integrates empirical studies and individual constructs (such as brand categorization, brand affect, brand personality, brand symbolism and brand attachment, among others) into a comprehensive framework. The model distinguishes three levels of consumer engagement (object-centered, self-centered and social) and five processes (identifying, experiencing, integrating, signifying and connecting). Pertinent psychological constructs and empirical findings are presented for the constructs within each process. The article concludes with research ideas to test the model using both standard and consumer-neuroscience methods.
In this article, I contrast traditional marketing with a new approach to marketing called Experiential Marketing and provide a strategic framework for Experiential Marketing. Traditional marketing views consumers as rational decision-makers who care about functional features and benefits. In contrast, experiential marketers view consumers as rational and emotional human beings who are concerned with achieving pleasurable experiences. Five different types of experiences, or strategic experiential modules (SEMs), that marketers can create for customers are distinguished: sensory experiences (SENSE); affective experiences (FEEL); creative cognitive experiences (THINK); physical experiences, behaviours and lifestyles (ACT); and social-identity experiences that result from relating to a reference group or culture (RELATE). These experiences are implemented through so-called experience providers (ExPros) such as communications, visual and verbal identity, product presence, electronic media, etc. The ultimate goal of experiential marketing is to create holistic experiences that integrate individual experiences into a holistic Gestalt. The paper concludes with an examination of strategic issues and a discussion about how to create the experience-oriented organization.
Social tagging is one of the major phenomena transforming the World Wide Web from a static platform into an actively shared information space. This paper addresses various aspects of social tagging, including different views on the nature of social tagging, how to make use of social tags, and how to bridge social tagging with other Web functionalities; it discusses the use of facets to facilitate browsing and searching of tagging data; and it presents an analogy between bibliometrics and tagometrics, arguing that established bibliometric methodologies can be applied to analyze tagging behavior on the Web. Based on the Upper Tag Ontology (UTO), a Web crawler was built to harvest tag data from Delicious, Flickr, and YouTube in September 2007. In total, 1.8 million objects, including bookmarks, photos, and videos, 3.1 million taggers, and 12.1 million tags were collected and analyzed. Some tagging patterns and variations are identified and discussed.
In this paper, we developed measurement scales for five experiential modules of the SEMs for online game players and the three attributes that are repurchase desire, public praise and recommendation desire and cross-purchase desire to set up the decision trees from the collected questionnaires of existence players. Accounting to the online games consumers attributes’ literatures, we located and modified the important influential factors for each experiential module. Then, by applying the technique of decision tree data mining, we explored the potential relationship between the important influential factors and customer loyalty. The major contribution of this paper is to integrate data mining and experiential marketing to segment online game customers. These results can help firms to predict and understand the new consumers’ purchase behavior. According to this understanding, online games’ manufactures could draw up the different market strategies to increase the more purchase for the new different attributes’ consumers.
During recent decades, self-regulated learning (SRL) has become a major research field. SRL successfully integrates the cognitive and motivational components of learning. Self-regulation is usually seen as an individual process, with the social aspects of regulation conceptualized as one aspect of the context. However, recent research has begun to investigate whether self-regulation processes are complemented by socially shared regulation processes.
The presented study investigated what kind of socio-emotional challenges students experience during collaborative learning and whether the students regulate the emotions evoked during these situations. The interplay of the emotion regulation processes between the individual and the group was also studied.
The sample for this study was 63 teacher education students who studied in groups of three to five during three collaborative learning tasks.
Students' interpretations of experienced social challenges and their attempts to regulate emotions evoked by these challenges were collected following each task using the Adaptive Instrument for the Regulation of Emotions.
The results indicated that students experienced a variety of social challenges. Students also reported the use of shared regulation in addition to self-regulation. Finally, the results suggested that intrinsic group dynamics are derived from both individual and social elements of collaborative situations.
The findings of the study support the assumption that students can regulate emotions collaboratively as well as individually. The study contributes to our understanding of the social aspects of emotional regulation in collaborative learning contexts.
Minecraft fueling creative ideas, analytical thinking.
- Heroldb
- B.Herold
Experiential marketing: An efficient tool to leverage marketing communication impact on consumer behavior.
- Kailanic
- Ciobotarn
- C.Kailani
The Minecraft project: Predictors for academic success and 21st century skills gamers are learning through video game experiences (Doctoral dissertation)
- K J E Hewett
Using Minecraft in education: A qualitative study on benefits and challenges of game-based education (Unpublished master’s thesis)
- A Petrov
Sociogenesis and cognition: The struggle between social and cognitive activities
- R Ludvigsens
- S. R.Ludvigsen
Minecraft as a powerful literacy prompt in the secondary English classroom.
- Marconn
- N.Marcon
Experiential learning in workshops
- Woolfer
- R.Woolfe
Immersive language learning with games: Finding flow in MinecraftEdu.
- Uusi-Mäkeläm
- M.Uusi-Mäkelä