Welcome back yet again to my Digital Technologies reflection blog. First things first, Happy pancake day! We are so close to the end now, I hope this has been a fulfilling read for you.

Today we were using the very popular game Minecraft to discover how games-based learning can be used in the classroom. I was excited to be using Minecraft today as I used it a bit when I was younger, and it was fun to discover how it could be used in learning.

So, what place does games-based learning have in education? How is Minecraft a good game to fulfil this function? How simple would it be to regulate pupils use of the game in the classroom? And can games really be used to aid in learning and teaching? As ever all shall be answered in the course of this post. Happy reading.

Minecraft is a highly popular game which involves mining blocks and building. Everything in Minecraft is made out of cubes called blocks, there are no round objects within the game. Minecraft was a popular game when I was in primary school, so it surprised me to learn that its popularity has not dwindled in the time since. In my experience the game Minecraft was excellent at teaching its players about different elements of the earth and gemstones, as well as how products such as metals and fossil fuels are extracted from the earth and turned into useable products.

The task this week was to come up with a task that could be uses in the classroom centred around using games as a teaching platform. Using Minecraft was enjoyable as it took me back to my primary school days and it reminded me how much I used to enjoy playing it. We discovered that there is an education version of Minecraft designed to be used within a learning environment. So, this was encouraging as the game had been adapted to be classroom suitable. One of my initial concerns was how can a game such as Minecraft be used successful in learning when young learners could get very easily distracted with playing the game and not focus on the learning aspect.

Since our own learning was based around the use of Minecraft in the classroom, we had to create a list of ideas where Minecraft could be used in teaching and learning. These ideas were then to be presented to the rest of the class by each group, including the task, how it would be carried out and the learning involved. Each idea had to be focused on a different curricular area and be cross curricular where possible. We were given a planning grid document to write out our ideas and clearly link the learning.

The group I was working with came up with an idea centred around the creation of the learners dream house, or the recreation of a famous house, for example Buckingham palace or Burns Cottage. We devised that this task fits into the creative arts by allowing them to imagine and design their own dream house, within the capabilities of the game of course.

Furthermore, this task could possibly link into social studies by allowing the learners to take inspiration from their local area if they so wish. This project could be further adapted to the recreation of local landmarks, which could lead into further learning of the landmarks significance in their area and develop the learner’s knowledge of their local history.

Tho task would be appropriate for social studies and learning about local history.

SOC 1-03a

“I can use evidence to recreate the story of a place or individual of local historical interest”.

Providing learners have explicitly clear boundaries on the usage of the game within the learning environment then I see no reason how games such as Minecraft cannot be used to aid in learning. Furthermore, if a set structure can be created to highlight the development of learning, then it can be possible to make games a more significant part of education.

Signing off.

References:

Education Scotland. (2019) Curriculum for excellence Experiences and Outcomes [Online] Available: https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/Experiences%20and%20outcomes [Accessed: 6th April 2019].