Continuing with the subject of games-based learning, my class and I were given the privilege of being taught by primary school pupils who focused on the advantages of incorporating the game Minecraft with topic work in schools. Kinder (2013) describes Minecraft as being “a Lego style adventure game which…puts players in a randomly-generated world where they can create their own structures and contraptions out of textured cubes.” The pupils were all confident speakers on Minecraft and the benefits of integrating games with learning in the classroom. After a brief lecture, tutorial videos and pupil displays, we were given the opportunity to experience Minecraft ourselves.

The pupils proudly showed us the various worlds they had put time and effort into creating based around the theme of Harry Potter. They could effortlessly demonstrate how to explore, build and edit their creations whilst interacting with other online friends. This, to me, conveyed their confidence with the topic and displayed how frequently they chose to engage with the game. It was interesting to observe the pupils learning through gaming, using their communication skills and being fluent with Minecraft. Although they could easily answer any questions my class and I pondered over, I was reluctant nonetheless to attempt the game myself due to lack of prior knowledge. I panicked when informed that we would be practising using Minecraft by editing aspects of the world the pupils had created and I do not doubt that they were nervous about this too! However, I was glad we would be working in groups with the assistance of our pupil teachers. In this lesson I was informed that “Minecraft is a worldwide phenomenon. Since it was first released back in 2011, it’s been taken to the hearts of thousands and thousands of gamers” (How to do Everything in Minecraft, 2014, p.3) therefore I was intrigued to attempt it.

Beauchamp (2012) states that some of the many types of skills that have the potential to be developed by ICT games are negotiating skills, strategic thinking and group-decision making (Beauchamp, 2012, p.10). As a learner, it was evident throughout that I was also required to use planning, problem solving, communication and creativity skills as my group and I discussed possible options for buildings and whether we all agreed or were going to compromise. The pupils agreed that these skills were developed as a result of playing Minecraft. My group, the pupils and I decided that we wanted to create a pet shop for our first experience of Minecraft. We explored our options and decided on what bricks we wanted for the walls, what glass for windows, colours for carpets and the animals we wanted to buy. We faced complications such as lack of room, certain animals having to be specific distances apart and accidentally deleting floor tiles! Bray (2012) states that Games-based Learning has the most transformational impact when it is combined with good learning and teaching and the pupils seemed to agree with this as they informed us that although it was enjoyable, in their opinion, it was also an important part of education.

The teacher stated that it helps across the curriculum in many aspects. I researched the Curriculum for Excellence outcomes and these are a few of the many that fitted in with what I had witnessed this session:

I can extend and enhance my design skills to solve problems and can construct models. TCH 2-09a
I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts. TCH 1-01a
When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more. LIT 1-09a

(Scottish Government, 2008)

Overall, this was a challenging and rewarding session. Although I had no prior knowledge or experience with Minecraft, the aid of tutorial videos and passionate explanations from the pupils helped me learn relatively quickly and see results. My lack of knowledge could have led me to not attempting this new skill and deciding that it would not be featured in my future lessons, however I was not willing to let my low confidence levels impact the experience of my future pupils. It is known that teacher confidence can be a hindrance to pupils’ opportunities to use digital technology in classrooms. Ofcom states the use of computer games, particularly console games, is firmly embedded in 21st century youth culture. As a result, I believe children should be prepared and encouraged to learn more about this significant part of the world they live in and have the opportunity to teach their teachers also like the pupils this week got the chance to and loved. As a student teacher, I am now more than willing to involve games such as Minecraft into future lessons and connect it to their current topic work and I am very glad to have had the opportunity to be taught this skill by pupils.

References:
Kinder, L. (2013). What is Minecraft?. [online] Telegraph.co.uk. Available at: https://www.telegraph.co.uk/technology/video-games/10330606/What-is-Minecraft.html
Beauchamp, G. (2012) ICT in the Primary Classroom: From Pedagogy top Practice. Pearson.
Bray, O. (2012) Playful Learning: Computer Games in Education. [Online] https://www.slideshare.net/Microsofteduk/playful-learning-computer-games-in-education
MagBook (2014) How to Do Everything in Minecraft
Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf