Designing Learning Activities in Minecraft for Formal Education
in Geography

J 2023

Designing Learning Activities in Minecraft for Formal Education in Geography

STACHOŇ, Zdeněk a Ítalo SOUSA DE SENA

Základní údaje

Originální název

Designing Learning Activities in Minecraft for Formal Education in Geography

Autoři

STACHOŇ, Zdeněk a Ítalo SOUSA DE SENA

Vydání

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING, GERMANY, KASSEL UNIV PRESS GMBH, 2023, 1863-0383

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

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

Stát vydavatele

Německo

Utajení

není předmětem státního či obchodního tajemství

Odkazy

TXT

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14310/23:00131616

Organizační jednotka

Přírodovědecká fakulta

DOI

https://doi.org/10.3991/ijet.v18i04.36307

EID Scopus

2-s2.0-85150229696

Klíčová slova anglicky

digital game; education; geogame; geography

Štítky

14315030, rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 8. 3. 2024 13:03, Mgr. Marie Novosadová Šípková, DiS.

Anotace

V originále

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.

Návaznosti

MUNI/A/1323/2022, interní kód MU

Název: Environmentální a socioekonomické změny v geografickém výzkumu

Investor: Masarykova univerzita, Environmentální a socioekonomické změny v geografickém výzkumu

Citovat

STACHOŇ, Zdeněk a Ítalo SOUSA DE SENA. Designing Learning Activities in Minecraft for Formal Education in Geography. INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING. GERMANY: KASSEL UNIV PRESS GMBH, 2023, roč. 18, č. 4, s. 32-49. ISSN 1863-0383. Dostupné z: https://doi.org/10.3991/ijet.v18i04.36307.

@article{2307425,
   author = {Stachoň, Zdeněk and Sousa de Sena, Ítalo},
   article_location = {GERMANY},
   article_number = {4},
   doi = {https://doi.org/10.3991/ijet.v18i04.36307},
   keywords = {digital game; education; geogame; geography},
   language = {eng},
   issn = {1863-0383},
   journal = {INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING},
   title = {Designing Learning Activities in Minecraft for Formal Education in Geography},
   url = {https://online-journals.org/index.php/i-jet/article/view/36307},
   volume = {18},
   year = {2023}
}

TY  - JOUR
ID  - 2307425
AU  - Stachoň, Zdeněk - Sousa de Sena, Ítalo
PY  - 2023
TI  - Designing Learning Activities in Minecraft for Formal Education in Geography
JF  - INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING
VL  - 18
IS  - 4
SP  - 32-49
EP  - 32-49
PB  - KASSEL UNIV PRESS GMBH
SN  - 18630383
KW  - digital game
KW  - education
KW  - geogame
KW  - geography
UR  - https://online-journals.org/index.php/i-jet/article/view/36307
N2  - 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.
ER  -

STACHOŇ, Zdeněk a Ítalo SOUSA DE SENA. Designing Learning Activities in Minecraft for Formal Education in Geography. \textit{INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING}. GERMANY: KASSEL UNIV PRESS GMBH, 2023, roč.~18, č.~4, s.~32-49. ISSN~1863-0383. Dostupné z: https://doi.org/10.3991/ijet.v18i04.36307.

Přehled o publikaci