Technology to Differentiate Student Learning — Minecraft within the classroom
Re-thinking the role of gaming in the classroom: Turning a hindrance into an educational tool to promote cooperation and critical thinking.
There is no doubt that technology is becoming a huge component of 21st century teaching, even being considered as the “engine of change” (Bender & Waller, 2011, p. 31). Furthermore, on a daily basis we struggle to keep students engaged within the classroom, often facing a plethora of distractions. As classrooms become more technologically reliant, students are often required to have access to laptops to complete daily learning tasks. Laptops provide a huge amount of educational resources for students. However, they also provide access to distracting and educationally-irrelevant games, and as laptops are often faced away from the teacher, individual engagement can become difficult to determine. As such, teachers often train themselves to spot-out student gaming use, whether that be by observing a regular click of the mouse or unwavering eyes on the computer screen.
However, what if I told you that gaming could be a useful tool, as opposed to a perpetual nuisance within our classrooms?
Because it can be. Gaming, in the form of Minecraft: Education Edition, can be used within our classrooms to promote creativity, critical thinking, student collaboration, problem solving, analytical thinking and STEM skills (Mojang, 2019c).
What is Minecraft?
Minecraft is a “sandbox” game where players are in an immersive environment in which they can “explore, craft and build their own world which is based on real-world chemistry and engineering” (Victorian State Government, 2019b). Users within the game mine and place blocks, thus being able to create anything in this block-based structure. Furthermore, there are a range of block types, which mimic their real-world applications, to create complex machines or environments. For example, coal blocks can be used in ovens and dirt blocks can grow grass. (Nebel, Schneider & Rey, 2016).
In the Minecraft education edition, students can play in a secure environment with their classmates, they can collaborate with classmates, document their work and share it with the class, and personalise their game (Mojang, 2019c). Furthermore, teachers can effectively communicate learning objectives to their students, whilst providing more information or digital resources in the form of town guides (Mojang, 2019c).
The Minecraft EE is promoted by the Victorian State Government (2019a), and is available to all Victorian government schools. It is available through the eduSTAR Software Catalogue, as seen via this link:
Benefits of Game-Based Learning
Game-based learning has been suggested to work to student strengths, as children are “growing up in a digital world, and develop a wide range of skills, knowledge and understanding of this world from birth” (Marsh et al, 2005, p. 5). Furthermore, the Australian Communications and Media Authority (ACMA) found that “three of the top four activities that young people liked to do for fun when by themselves was electronic-media related: Watching free television (30%), listening to recorded music (25%), and playing video games (24%) — not including games against other players” (ACMA, 2008, p. 16). Furthermore, the second favourite activity category for young people was “reading, drawing and writing letters (29%) (ACMA, 2008, p. 16). As such, young people enjoy using technology, and many teachers and parents would observe the apparent skill they have in navigating any form of technological device. As such, game-based learning in the form of Minecraft, would work to these strengths, and build on student creativity, collaboration, critical thinking and STEM skills, among others.
Ability to Tailor Minecraft Across Subjects
Minecraft: Education Edition (Minecraft EE) has the ability to engage with students across a range of subjects and year levels — from as early as 3 years, to over 18 years. Minecraft can be useful in subjects such as math, science, history, visual arts, language and government classes. Mojang, 2019a). Minecraft also promotes cross-curricula learning. For example, mathematical and spatial knowledge is inherent in Minecraft, such as when students build shapes or cities, for example. However, this can be combined with science, critical thinking and English, by “setting daily tasks and requirements for collaboration in a predesigned biome world” (Victorian State Government, 2019c).
The following resource provides numerous lesson samples across these ages and topics, and have been created by teachers Mojang, 2019a). Each lesson highlights the age, topics, skills, learning objectives, student activities and performance expectations, whilst providing additional resources and supporting files.
James uses Minecraft EE for many different activities including maths, English, science and social skills lessons. ‘Not only are they accessing cooperative skills, they are learning genuine twenty first century skills based on timely team work and STEM content,’ James says. (Victorian State Government, 2019b).
Minecraft for Differentiation
Differentiation is based on the need to tailor individual student learning to individual student needs and abilities (Bender & Waller, 2011). It has been shown “that more modifications within the curriculum does result in higher student engagement, increased achievement, and fewer behavioural problems among high school students” (Bender & Waller, 2011, p. 78). This can be seen in our school’s current effort to implement differentiation and varied teaching methods. As such, Minecraft EE can be another resource our school uses to achieve differentiation.
Apart from using Minecraft to meet a games-based learning style, Minecraft also caters to those with varying learning needs. For example, it has been said to engage students on the autism spectrum, within a collaborative classroom environment. This is important as Autism Spectrum Disorders (ASD) are often characterised by “problems with communication and social interactions” (The Royal Children’s Hospital Melbourne, 2018). However, Minecraft has been said to remove “some barriers to accessing certain skills and content”, and to also provide an enjoyable talking point for students during and after playing the game (Victorian State Government, 2019b). This provides a good outcome for students who otherwise have difficulty socialising. Furthermore, games provide a “clear action and response, which means [students with ASD] can build confidence knowing what outcome they will achieve with each action”, therefore being able to “anticipate the lesson and rewards and feel comfortable within that world’” (Victorian State Government, 2019b).
Furthermore, Minecraft EE allows teachers to create their own world’s to engage students with learning needs or disabilities, whilst still giving students the freedom to engage within their own learning. For example, one teacher speaks of his experience in working in a special education school. Within this school, he created an ongoing project for students with autism, who have difficulties with personal identity. As such, these students created a Minecraft journey, which began with “self-portraits and personal narratives of their life and family” (Arnold, 2017). In regards to students with physical disabilities, this teacher was able to recreate local environments, like home, school or a grocery store, within Minecraft. Students with mobility issues were thus able to navigate these environments safely, before attempting it in the real world. (Arnold, 2017).
“ It has really helped students feel reconnected to a world that sometimes can feel very separate to them. I love that now my students don’t feel confined to their “reality” of wheelchairs or leg braces, but they can walk, and create, and even fly”. (Arnold, 2017).
The whole blog post can be read here if interested:
Minecraft to Create Collaboration and Communication
Minecraft EE was developed to give students the opportunity to work in teams or as a whole class, to solve problems and master challenges within the game. It has been said by a teacher that uses Minecraft EE that “peer learning and tutoring that happens in this space is spontaneous — it doesn’t take a lot of work on behalf of the teacher to make that happen” (Victorian State Government, 2019c). As such, peer learning is not forced by the teacher, it occurs naturally when students are navigating within the game. There is also an in-built chat functionality within Minecraft EE, which assists the teacher and students in communicating within the game.
Apart from building class collaboration, Minecraft also promotes a strong student-teacher relationship. As we learn how to navigate this (most likely) new digital gaming world, many of our students will be familiar with this world already. Many students already know what they are doing within the Minecraft universe, and they enjoy it. It thus allows teachers to meet their students in a world where students are already comfortable. (Victorian State Government, 2019c). This is a huge benefit for us as teachers, as it means that we do not have to struggle to gain our students’ engagement. Engagement is more likely as many of our students already enjoy Minecraft and gaming. In regards to students who are unfamiliar with online gaming, discussion with their peers will be a valuable form of learning.
Minecraft in Developing Creativity and Constructivist learning
Apart from having the ability to differentiate, create collaboration or be tailored across numerous subjects, Minecraft EE also has the ability to develop creativity and critical thinking, as students will need to work to solve real-life problems and will be given opportunities to create their own environment. Minecraft can also encourage constructivist learning and content creation, as it provides a blank slate for educators to develop learning experiences for the students (Kuhn, 2018). Minecraft EE also ensures that students are actively engaged in the learning process, constructing their own knowledge and meaning from the Minecraft universe, as opposed to passively receiving information.
There have been criticisms that Minecraft EE does not generate as much creativity as opposed to the regular Minecraft universe, as it limits student’s ability to create and develop their learning freely (Kuhn, 2018). However, the increased structure of Minecraft EE makes it more likely to stay on task, and for students to have a clear understanding of what the learning objective is.
The School’s Current View of Minecraft and My Personal Experience
At present, our school faces a daily battle with unwanted Minecraft use, and teachers and parents have spoken about the need to place a school-wide ban of Minecraft on student devices. This is a reasonable and logical response to unwanted Minecraft use by our students, as it is a huge distraction within each lesson where laptops are required. My year 7 class for example, was completing a research project in the library on the computers, and there was one student who seemingly found it impossible to stay on task, without opening Minecraft. He thus had to be supervised almost constantly, taking teaching focus away from other students. For this particular activity, students were required to make a historical display on a feature of Ancient Greek life. Rather than fighting against the distraction of gaming, this student was instead given the opportunity to present their historical display using Minecraft. I had never used Minecraft as a learning tool previously and knew extremely little about it. However, this student, who has learning difficulties, was able to effectively complete the task, and was extremely proud of his work when presenting it to the class as the class was in awe by the interactive nature of Minecraft. This student was also able to accurately describe his feature of Ancient Greek life, and define key terms, whilst incorporating primary sources into the display. This compares to the same student, who a week earlier could not stay focused enough to write a whole sentence within a one hour lesson. This is thus one example of Minecraft use within the classroom, which was developed purely by the student. As such, consider the possibilities if Minecraft was incorporated within lessons by the teacher.
As such, Minecraft EE can be a valuable tool in developing student engagement, collaboration, creativity, cross-curriculum learning and differentiation. And whilst it may appear to be an intimidating tool to use for many of us who have very little gaming knowledge, you may find that the rewards gained outweigh the initial hesitation and uncertainty with navigating a new learning environment. However, after this uncertainty, you as an educator might also come to enjoy the freedom and creativity Minecraft EE provides.
To explore the world of Minecraft EE further, and see more examples, tools and information, the following website is extremely useful, as it provides teacher with step-by-step guides on how to approach the Minecraft universe, and how to incorporate it within their teaching (Mojang, 2019b):
References
Arnold, S. (2017). Minecraft and accessible play. Retrieved from https://education.minecraft.net/blog/minecraft-and-accessible-play/
Australian Communications and Media Authority (2008). Internet use and social networking by young people. Media and Communications in Australian Families Series, (1).
Bender, W. N., & Waller, L. B. (2011). The teaching revolution : Rti, technology, and differentiation transform teaching for the 21st century. Retrieved from https://ebookcentral-proquest-com.ez.library.latrobe.edu.au
Kuhn, J. (2018). Minecraft: Education edition. CALICO Journal, 35(2), 214–223. doi:http://dx.doi.org.ez.library.latrobe.edu.au/10.1558/cj.34600
Marsh, J., Brooks, G., Hughes, J., Ritchie, L. Roberts, S. and Wright, K. (2005). Digital beginnings: Young children’s use of popular culture, media and new technologies. Literacy Research Centre University of Sheffield, Sheffield.
Minecraft: Education Edition. (2016, June 9). Minecraft: Education edition — creative exploration [Video file]. Retrieved from https://www.youtube.com/watch?v=bgVyBhYcrRo
Mojang. (2019a). All lessons. Retrieved from https://education.minecraft.net/class-resources/search-lessons/
Mojang. (2019b). Homepage. Retrieved from https://education.minecraft.net/
Mojang. (2019c). What is minecraft: Education edition? Retrieved from https://education.minecraft.net/how-it-works/what-is-minecraft/
Nebel, S., Scheider, S., Rey, G. D. (2016). Mining learning and crafting scientific experiments: A literature review on the use of minecraft in education and research. Educational Technology & Society, 19(2), 355–366.
The Royal Children’s Hospital Melbourne. (2018). Autism spectrum disorder. Retrieved from https://www.rch.org.au/kidsinfo/fact_sheets/Autism_spectrum_disorder/
Victorian State Government. (2019a). Crafting creativity with minecraft. Retrieved from https://www.education.vic.gov.au/school/teachers/classrooms/Pages/resourcesminecraft.aspx
Victorian State Government. (2019b). Learning through gaming: Minecraft education edition at school. Retrieved from https://www.education.vic.gov.au/about/news/Pages/stories/2018/stories-minecraft.aspx
Victorian State Government. (2019c). Using minecraft to enhance collaborative learning. Retrieved from https://www.education.vic.gov.au/school/teachers/classrooms/Pages/resourcesminecraftint.aspx