Metaverse and educationthe pioneering case of Minecraft in immersive digital learning

  1. Sánchez-López, Iván 1
  2. Roig-Vila, Rosabel 2
  3. Pérez-Rodríguez, Amor 3
  1. 1 Universidad de Alicante / Universidad de Huelva
  2. 2 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  3. 3 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

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Revista:
El profesional de la información

ISSN: 1386-6710,  1699-2407

Año de publicación: 2022

Título del ejemplar: Educommunication

Volumen: 31

Número: 6

Tipo: Artículo

DOI: 10.3145/EPI.2022.NOV.10 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: El profesional de la información

Objetivos de desarrollo sostenible

Resumen

The metaverse is presented as a possible new technological iteration for the Internet. The generation of virtual universes in which the physical and the digital converge raises the question of how education will be addressed in these new systems. We find, however, pioneering exercises such as Minecraft: Education Edition. This platform is a version based on the popular sandbox video game, which was originally created by a community of teachers. The aim of this research is to analyze and describe the idiosyncratic characteristics of Minecraft as an educational platform, framing it as one of the pioneering exercises in the metaverse. To this end, we have employed a methodology that combines Multimodal Discourse Analysis with Grounded Theory and the Constant Comparative Method. As conclusions, we observe how the Minecraft Education platform reinforces from its approach pre-existing aspects from the physical world, resizing them to adapt them to its connected digital environment. These are key elements such as the identity of the participants, their ability to act within the system, creativity through lessons as a guide to the educational objectives and the community as the backbone of the process. At the same time, it presents differential components, such as the use of avatars, the transition from textual literacy to multimodal literacy, game mechanics that boost creativity or transhuman capabilities that defy physical space-time. All in all, the platform is designed for teachers, parents and managers, to whom it offers a series of benefits. Therefore, the pedagogical action will depend on their judgment and execution, especially through the elaboration of lessons and worlds, the management of the sessions and their interaction in community environments. It is their responsibility to ensure that the educational experience is truly empowering or, on the contrary, that it ends up being governed by reproductive criteria linked to symbolic violence.

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Información de financiación

Investigación financiada a través de la Ayuda Margarita Salas del Ministerio de Ciencia, Innovación y Universidades del Gobierno de España y el programa Next Generation EU. Este trabajo está avalado por el Proyecto I+D+i (2019-2021), titulado “Youtubers e instagramers: La competencia mediática en los prosumidores emergentes” con clave RTI2018-093303-B-I00, financiado por Ministerio de Ciencia, Innovación y Universidades de España y el Fondo Europeo de Desarrollo Regional (Feder) y por el Proyecto I+D-i (2020-2022), titulado “Instagramers y youtubers para el empoderamiento transmedia de la ciudadanía andaluza. La competencia mediática de los instatubers”, con clave P18-RT-756, financiado por la Junta de Andalucía, en la convocatoria 2018 (Plan Andaluz de Investigación, Desarrollo e Innovación, 2020) y el Fondo Europeo de Desarrollo Regional (Feder). Este trabajo ha sido parcialmente financiado por la subvención CIPROM/2021/17 del programa Prometeo de la Conselleria de Innovación, Universidades, Ciencia y Sociedad Digital de la Generalitat Valenciana.

Financiadores

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Fuente de los datos: Dialnet