You are here:

Mining Knowledge with Game Based Learning: Building Knowledge Through Connected Learning with the use of Minecraft in the Classroom
PROCEEDINGS

, Arts & Technology Institute, United States ; , Arts & Technology Institue, United States

Global Learn, in Berlin, Germany Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

Gaming has occupied an integral position in educational systems since time immemorial. With past and current technological advancements, sophisticated games have been introduced into the classroom. In particular, digital games such as Minecraft is emerging as rather common educational game and teaching tool. An important aspect of educational games is that they should be and are designed to fit learner needs and different tasks and activities that K-12 educational systems require learners to undertake at school and at home (Krumholz, 2011). Connected learning, as a result of situated learning is evidenced in gamification. Minecraft a highly popular game among K-12 students has been rated as an exceptional tool in classroom pedagogy.

Citation

Roberts-Woychesin, J. & Piller, Y. (2015). Mining Knowledge with Game Based Learning: Building Knowledge Through Connected Learning with the use of Minecraft in the Classroom. In Proceedings of Global Learn Berlin 2015: Global Conference on Learning and Technology (pp. 418-425). Berlin, Germany: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from .

Keywords

View References & Citations Map

References

  1. Akilli, G.K. (2007) Games and simulations: A new approach in education? In D. Gibson, C. Aldrich, & M. Prensky (Eds.), Games and simulations in online learning: Research and development frameworks. Pp. 1-20. Hershey, PA:
  2. Biocchi, M. (2012) Games in the Classroom. Gaming in the classroom. Retrieved December 2014.
  3. Black, R.W., & Steinkuehler, C. (2009). Literacy in virtual worlds. In L. Christenbury, R. Bomer, & P. Smargorinsky (Eds.), Handbook of adolescent literacy research. Pp. 271-286. New York: Guilford.
  4. Bruner, J., Jolly, A., Sylva, K. (1976). Play: Its role in development and evolution. Canossa, A. Martinez, J.B. And Togelius, J. (2013): Give Me a Reason to Dig: Minecraft and the Psychology of Motivation. IEEE Conference on Computational Intelligence and Games Proceedings.
  5. Fosnot, C.T. (1996). “Constructivism: A Psychological Theory of Learning”, Constructivism: Theory, Perspectives, and Practice, Chapter 2, ed. C.T. Fosnot, Teachers College, Columbia University.
  6. Foster, A. (2008). Games and motivation to learn science: personal identity, applicability, relevance and meaningfulness. Journal of Interactive Learning Research, 19(4), 597–614.
  7. Green, C.S., & Bavelier, D. (2003). Action videogame modifies visual selective attention. Nature, 423, 534-537
  8. Greitzer, F., Kuchar, O.A., & Huston, K. (2007). Cognitive science implications for enhancing training effectiveness in a serious gaming context. Journal on Educational Resources in Computing,7(3), 2-16.
  9. Heeter, C. (2005). Situated Learning for designers: Social, Cognitive and Situative Framework. Retrieved on February 26, 2008 from the Michigan State University Website: http://teachvu.vu.msu.edu/public/designers/social_interactions/index.php?page_num=4. Accessed November 15,
  10. Jukes, I., & McCain, T. (2010). Understanding the digital generation: Teaching and learning in the new digital landscape. Kelowna, BC: 21st Century Fluency Project.
  11. Kang, B., & Tan, S. (2008). Impact of digital games on intrinsic and extrinsic motivation, achievement, and satisfaction. In K. McFerrin, et al. (Eds.), Proceedings of society for information technology& Teacher education international conference (pp. 1825–1832). Chesapeake, VA: AACE.
  12. Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/.
  13. Krathwohl, D.R. (2002). A revision of bloom's taxonomy: An overview. Theory into Practice, 41(4), 212.
  14. Krumholz, H. (2011). Classroom games serve many purposes. Here's how to use them!. Retrieved from http://www.priceless-teaching-strategies.com/classroom_games.html
  15. Mateas, M. (2001). Expressive AI: A Hybrid Art and Science Practice. Leonardo 34(2),147-153.
  16. Olson, C.K. (2010). Children's motivation for videogame play in the context of normal development. Review of General Psychology, 14, 180-187.
  17. Papastergiou, M. (2009). Digital game-based learning in high school computer science education: impact on educational effectiveness and student motivation. Computers& Education, 52, 1–12.
  18. Pepler D.J. & Ross, H. (1981). The effects of play on convergent and divergent problem solving. Child Development 52(4): 1202-1210.
  19. Resnick, M. (2002). Rethinking learning in the digital age. In Kirkman, G. (Ed.), The global information technology report: Readiness for the networked world (pp. 32-37). Cambridge, MA: Oxford University Press.
  20. Shah, M., Foster, A., Scottoline, M. & Duvall, M. (2014). Pre-service teacher education in game-based learning: Analyzing and integrating minecraft. In M. Searson& M. Ochoa (Eds.), Proceedings of Society for Information Technology& Teacher Education International Conference 2014. 2646-2654. Chesapeake, VA: AACE.
  21. Smeaton, D. (2014). Minecraft as a teaching tool: A statistical study of teachers’ experience using minecraft in the classroom. Retrieved from https://www.academia.edu/2624927/Minecraft_As_A_Teaching_Tool__A_Statistical_Study_of_Teachers_Experience_Using_Minecraft_In_The_Classroom
  22. Spence, I., & Feng, J. (2010). Videogames and spatial cognition. Review of General Psychology, 14, 92-104.
  23. Spires, H.A., Row, J.P., Mott, B.W., & Lester, J.C. (2011). Problem solving and game based learning: Effects of middle grade students’ hypothesis testing strategies on learning outcomes. Journal of Educational Computing Research, 44(4), 452–472.
  24. Wendel, V., Gutjahr, M., Battenberg, P., Ness, R., Fahnenschreiber, S., Göbel, S., and Steinmetz, R. (2013). Designing A Collaborative Serious Game For Team Building Using Minecraft. ECGBL Proceedings. Retrieved from http://academic-conferences.org/ecgbl/ecgbl2013/ecgbl13-proceedings.htm
  25. Vygotsky, L. (2005). Interaction between learning and development. In M. Gauvain & M. Cole (Eds.), Readings on the Development of Children (4th ed., pp. 34-37). New York, NY: Worth Publishers.
  26. Wenger, E. (2008). Communities of practice: Learning, meaning, and identities. Cambridge: Cambridge University Press.
  27. Wu, W., Hsiao, H., Wu, P., Lin, C., & Huang S. (2012). Investigating the learning-theory foundations of gamebased learning: A meta-analysis. Journal of Computer Assisted Learning, 28, 265-279.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Introducing K12 Teachers to Emerging Technologies within an Online Graduate Course that Used an Immersive Virtual Reality Environment

    Eileen Oconnor, Empire State College / SUNY, United States; Terri Worman, Empire State College, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 594–604

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Slides