Minecraft schooling : digital learning for junior years

Abstract

The aim of this research was to systematically assess the manner Minecraft can serve as a suitable educational tool to help Maltese students engage more effectively with topics in the year 4 curriculum. The study was carried out with six children attending a Maltese state primary school. The sessions were carried once a week over a six- week period between April 2014 and May 2014. A set of activities incorporating Minecraft aimed at a junior group were created and applied. The children were introduced to Minecraft through these previously-planned activities and observed whilst as a group they engaged with a set of activities spread over these sessions. The investigation also included pre-questionnaires and post questionnaires for the students. The children were assessed after each session using an assessment Rubric tied with Bloom’s Taxonomy. Outcomes indicated that Minecraft promotes peer collaboration, intrinsic motivation and persistence in tasks. It facilitates students to deal positively with failure and experience success differently according to their ability. Minecraft enabled the students develop particular soft skills including; communication, creative and digital skills. The educator managed to achieve the highest levels of Bloom’s Taxonomy by incorporating Minecraft in the sessions. The researcher concluded that Minecraft does serve as a suitable educational tool to facilitate Maltese students engage more effectively with topics in the year 4 curriculum.