Designing Learning Activities in Minecraft for Formal Education in Geography
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14310%2F23%3A00131616" target="_blank" >RIV/00216224:14310/23:00131616 - isvavai.cz</a>
Result on the web
<a href="https://online-journals.org/index.php/i-jet/article/view/36307" target="_blank" >https://online-journals.org/index.php/i-jet/article/view/36307</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3991/ijet.v18i04.36307" target="_blank" >10.3991/ijet.v18i04.36307</a>
Alternative languages
Result language
angličtina
Original language name
Designing Learning Activities in Minecraft for Formal Education in Geography
Original language description
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.
Czech name
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Czech description
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Classification
Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING
ISSN
1863-0383
e-ISSN
1863-0383
Volume of the periodical
18
Issue of the periodical within the volume
4
Country of publishing house
DE - GERMANY
Number of pages
18
Pages from-to
32-49
UT code for WoS article
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EID of the result in the Scopus database
2-s2.0-85150229696