Gaming Pedagogy and Connected Learning: Perspectives from the Global Minecraft Mentoring Program
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Authors
Society for Information Technology & Teacher Education International Conference, Apr 07, 2020 in Online ISBN 978-1-939797-48-3
Abstract
Passionate teachers have adopted and adapted Minecraft into a variety of classroom disciplines and contexts (Dikkers, 2015; Farber, 2017; Kafai & Burke, 2016). An open environment sandbox of interactive virtual building blocks, “like typing paper, [Minecraft] can be used to represent ideas effectively and in a 3D space” (Dikkers, 2015, p. 101). This research explores and describes Microsoft Education’s Global Minecraft Mentor Program from the perspective of its participants. It seeks to understand the experiences related to teaching and learning among educators within this space, entry points to onboard teachers who have little or no background in adapting Minecraft: Education Edition to their classrooms, and the extent to which connected learning principles manifest in the mentoring space. Research followed an explanatory sequential mixed method design. Two phases of data collection began with quantitative data collection and analysis through a researcher-created survey. The quantitative findings informed the development of qualitative interviews and analysis (Creswell, 2015). Results share perspectives from participants about the mentor space and connected learning principles.
Citation
Williams, M.K. & Farber, M. (2020). Gaming Pedagogy and Connected Learning: Perspectives from the Global Minecraft Mentoring Program. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1921-1926). Online: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/p/216057.
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