Designing Learning Activities in Minecraft for Formal Education in Geography

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Designing Learning Activities in Minecraft for Formal Education in Geography

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Designing Learning Activities in Minecraft for Formal Education in Geography

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

ISSN

1863-0383

e-ISSN

1863-0383

Svazek periodika

18

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

18

Strana od-do

32-49

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85150229696