東華大學圖書館 |

Teaching with a Digital Sandbox Game : = Teachers' Experiences with Minecraft Education Edition.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching with a Digital Sandbox Game :/
其他題名:	Teachers' Experiences with Minecraft Education Edition.
作者:	Bar-El, David.
面頁冊數:	1 online resource (188 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29325715click for full text (PQDT)
ISBN:	9798845417404

Teaching with a Digital Sandbox Game : = Teachers' Experiences with Minecraft Education Edition.
Bar-El, David.

Teaching with a Digital Sandbox Game :Teachers' Experiences with Minecraft Education Edition. - 1 online resource (188 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--Northwestern University, 2022.

Includes bibliographical references

We are witnessing an excitement about digital games and related immersive media as these become ever more prevalent in the world. Governments, private companies, and research institutes are investing in these technologies in hopes of transforming education. However, while scholarship on digital game-based learning has been steadily growing over the last few decades, we still know little about how teachers experience, design curricula for, and use digital games as teaching tools. This knowledge gap stems from researchers focusing on the design of educational games and game-intervention effects on student outcomes. This dissertation aims to address this gap by examining how K-12 teachers integrate Minecraft Education Edition as a teaching tool into formal instruction. The most successful video game to date, Minecraft, is a digital sandbox game that allows players to build and explore virtual worlds made of blocks. Through three studies, I seek to understand better the experiences of teachers who integrate the sandbox game into their teaching practice. In the first study, I analyze a publicly available repository of lesson plans from the Minecraft Education Edition website. Using descriptive statistics, I report the lessons' target students' ages, subjects, and skills. Then, using qualitative methods, I identify a taxonomy of seven design dimensions and four lesson types based on different combinations of these dimensions. These findings provide a lens to describe what lessons with Minecraft look like and what variations teachers make when designing learning activities with the sandbox game. In the second study, 92 K-12 teachers sampled from the Minecraft Education Edition community responded to an online survey. The findings showed that most teachers used the game weekly and across subject areas. The results also revealed that almost all the teachers faced multiple challenges in their game integration. A thematic analysis of open-ended questions surfaced five challenge themes. Two themes specifically, content and pedagogy, contribute to the literature by highlighting difficulties teachers face in sourcing curricular materials and managing classroom activities with the sandbox game. In the third study, I use a case study methodology to examine how three experienced Minecraft-using teachers think about, design curricular materials with, and use Minecraft Education Edition in their teaching practice. Results showed that all three teachers viewed the game as a powerful teaching tool that increased student motivation, engagement, and collaboration. However, they shared qualitatively different learning activities and approaches to curricular design with the game. One key variation hinged on whether teachers viewed Minecraft as a blank canvass with which students could represent their learning or as a tool for the teacher to create a curated virtual world with prescribed student activities to follow. Moreover, the findings revealed that curricular design with a commercial sandbox game could involve collaborations between diverse stakeholders: teachers, students, content experts, and game publishers. Collectively, this dissertation contributes to our theoretical and applied knowledge of what teaching with commercial digital sandbox games entails. In particular, it sheds light on how teachers design curricula with Minecraft Education Edition. Moreover, the findings carry practical implications for teachers, policymakers, and game publishers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798845417404Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Digital gamesIndex Terms--Genre/Form:

542853
Electronic books.

Teaching with a Digital Sandbox Game : = Teachers' Experiences with Minecraft Education Edition.
LDR:04906nmm a2200409K 4500 001 2361718
005 20231027101305.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798845417404
035 $a (MiAaPQ)AAI29325715
035 $a AAI29325715
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Bar-El, David. $3 3702403
245 1 0 $a Teaching with a Digital Sandbox Game : $b Teachers' Experiences with Minecraft Education Edition.
264 0 $c 2022
300 $a 1 online resource (188 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
500 $a Advisor: Worsley, Marcelo.
502 $a Thesis (Ph.D.)--Northwestern University, 2022.
504 $a Includes bibliographical references
520 $a We are witnessing an excitement about digital games and related immersive media as these become ever more prevalent in the world. Governments, private companies, and research institutes are investing in these technologies in hopes of transforming education. However, while scholarship on digital game-based learning has been steadily growing over the last few decades, we still know little about how teachers experience, design curricula for, and use digital games as teaching tools. This knowledge gap stems from researchers focusing on the design of educational games and game-intervention effects on student outcomes. This dissertation aims to address this gap by examining how K-12 teachers integrate Minecraft Education Edition as a teaching tool into formal instruction. The most successful video game to date, Minecraft, is a digital sandbox game that allows players to build and explore virtual worlds made of blocks. Through three studies, I seek to understand better the experiences of teachers who integrate the sandbox game into their teaching practice. In the first study, I analyze a publicly available repository of lesson plans from the Minecraft Education Edition website. Using descriptive statistics, I report the lessons' target students' ages, subjects, and skills. Then, using qualitative methods, I identify a taxonomy of seven design dimensions and four lesson types based on different combinations of these dimensions. These findings provide a lens to describe what lessons with Minecraft look like and what variations teachers make when designing learning activities with the sandbox game. In the second study, 92 K-12 teachers sampled from the Minecraft Education Edition community responded to an online survey. The findings showed that most teachers used the game weekly and across subject areas. The results also revealed that almost all the teachers faced multiple challenges in their game integration. A thematic analysis of open-ended questions surfaced five challenge themes. Two themes specifically, content and pedagogy, contribute to the literature by highlighting difficulties teachers face in sourcing curricular materials and managing classroom activities with the sandbox game. In the third study, I use a case study methodology to examine how three experienced Minecraft-using teachers think about, design curricular materials with, and use Minecraft Education Edition in their teaching practice. Results showed that all three teachers viewed the game as a powerful teaching tool that increased student motivation, engagement, and collaboration. However, they shared qualitatively different learning activities and approaches to curricular design with the game. One key variation hinged on whether teachers viewed Minecraft as a blank canvass with which students could represent their learning or as a tool for the teacher to create a curated virtual world with prescribed student activities to follow. Moreover, the findings revealed that curricular design with a commercial sandbox game could involve collaborations between diverse stakeholders: teachers, students, content experts, and game publishers. Collectively, this dissertation contributes to our theoretical and applied knowledge of what teaching with commercial digital sandbox games entails. In particular, it sheds light on how teachers design curricula with Minecraft Education Edition. Moreover, the findings carry practical implications for teachers, policymakers, and game publishers.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Educational technology. $3 517670
650 4 $a Pedagogy. $3 2122828
650 4 $a Instructional design. $3 3172279
653 $a Digital games
653 $a Game based learning
653 $a Metaverse
653 $a Minecraft
653 $a Mixed-methods
653 $a Teacher practice
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0710
690 $a 0456
690 $a 0447
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Northwestern University. $b Learning Sciences. $3 3277386
773 0 $t Dissertations Abstracts International $g 84-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29325715 $z click for full text (PQDT)