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

Zugehörigkeit anzeigen +
Zeitschrift:
El profesional de la información

ISSN: 1386-6710,  1699-2407

Datum der Publikation: 2022

Titel der Ausgabe: Educommunication

Ausgabe: 31

Nummer: 6

Art: Artikel

DOI: 10.3145/EPI.2022.NOV.10 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: El profesional de la información

Zusammenfassung

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.

€ Finanzierung ansehen

Informationen zur Finanzierung

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.

Geldgeber

Bibliographische Referenzen

  • Alawajee, Omar; Delafield-Butt, Jonathan (2021). “Minecraft in education benefits learning and social engagement”. International journal of game-based learning, v. 11, n. 4, pp. 19-56. https://doi.org/10.4018/IJGBL.2021100102
  • Ames, Morgan; Burrell, Jenna (2017). “Connected learning and the equity agenda: a microsociology of Minecraft play”. Proceedings of the 2017 ACM conference on computer supported cooperative work and social computing, pp. 446-457. https://doi.org/10.1145/2998181.2998318
  • Baek, Youngkyun; Min, Ellen; Yun, Seongchul (2020). “Mining educational implications of Minecraft”. Computers in the schools, v. 37, n. 1. https://doi.org/10.1080/07380569.2020.1719802
  • Barroso-Osuna, Julio; Gutiérrez-Castillo, Juan-Jesús; Llorente-Cejudo, María-del-Carmen; Valencia-Ortiz, Rubicelia (2019). “Difficulties in the incorporation of augmented reality in university education: visions from the experts”. Journal of new approaches in educational research, v. 8, n. 2, pp. 126-141. https://doi.org/10.7821/naer.2019.7.409
  • Blanco-Herrera, Jorge A.; Gentile, Douglas; Rokkum, Jeffrey (2019). “Video games can increase creativity, but with caveats”. Creativity research journal, v. 31, n. 2, pp. 119-131. https://doi.org/10.1080/10400419.2019.1594524
  • Bloomberg (2021). “How Microsoft is finding new ways of connecting people”. Bloomberg, 2 Nov. https://bloom.bg/3Trrz4P
  • Callaghan, Noelene (2016). “Investigating the role of Minecraft in educational learning environments”. Educational media international, v. 53, n. 4, pp. 244-260. https://doi.org/10.1080/09523987.2016.1254877
  • Dede, Christopher J. (2009). “Immersive interfaces for engagement and learning”. Science, v. 323, n. 5910, pp. 66-69. https://doi.org/10.1126/science.1167311
  • Dede, Christopher J.; Jacobson, Jeffrey; Richards, John (2017). “Introduction: virtual, augmented, and mixed realities in education”. In: Liu, Dejian; Dede, Chris; Ronghuai, Huang; Richards, John. Virtual, augmented, and mixed realities in education, smart computing and intelligence, pp. 1-16. Singapore: Springer-Nature. ISBN: 978 9811054891 https://doi.org/10.1007/978-981-10-5490-7_1
  • Dezuanni, Michael (2018). “Minecraft and children’s digital making: implications for media literacy education”. Learning, media and technology, v. 43, n. 3, pp. 236-249. https://doi.org/10.1080/17439884.2018.1472607
  • Dillon, Seth; Mann, Kyle; Nicolle, Ethan (2021). Full interview: Elon Musk sits down with the Babylon Bee. The Babylon Bee. Video. https://www.youtube.com/watch?v=jvGnw1sHh9M
  • Dionisio, John-David N.; Burns III, William G.; Gilbert, Richard (2013). “3D virtual worlds and the metaverse: current status and future possibilities”. ACM computing surveys, v. 45, n. 3. http://doi.org/10.1145/2480741.2480751
  • Gandolfi, Enrico; Kosko, Karl W.; Ferdig, Richard E. (2020). “Situating presence within extended reality for teacher training: validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video”. British journal of educational technology, v. 52, n. 2, pp. 824-841. https://doi.org/10.1111/bjet.13058
  • Gibson, William (1984). Neuromante. Barcelona: Minotauro. ISBN: 978 84 45076620
  • Glaser, Barney (1992). Basic of grounded theory analysis: emergence versus forcing. Mill Valley: Sociology Press. ISBN: 884156002
  • Glaser, Barney; Strauss, Anselm (1967). The discovery of grounded theory: strategies for qualitative research. Chicago: Aldine. ISBN: 0202302601
  • Hill, Valerie (2015). “Digital citizenship through game design in Minecraft”. New library world, v. 116, n. 7/8, pp. 369-382. https://doi.org/10.1108/NLW-09-2014-0112
  • Jackson, Linda A.; Witt, Edward A.; Games, Alexander-Ivan; Fitzgerald, Hiram E.; Von-Eye, Alexander; Zhao, Yong (2012). “Information technology use and creativity: findings from the children and technology project”. Computers in human behavior, v. 28, n. 2, pp. 370-376. https://doi.org/10.1016/j.chb.2011.10.006
  • Jaynes, Christopher O.; Seales, William-Brent; Calvert, Kenneth-Leonard; Fei, Zongming; Griffioen, James-Nelson (2003). “The metaverse: a networked collection of inexpensive, self-configuring, immersive environments”. EGVE ‘03: Proceedings of the workshop on virtual environments 2003, pp. 115-124. https://doi.org/10.1145/769953.769967
  • Jeon, Joon-Hyun (2021). “A study on the principle of metaverse composition with a focus on Roblox”. Korean association for visual culture, n. 38, pp. 257-279. https://doi.org/10.21299/jovc.2021.38.10
  • Kanematsu, Hideyuki; Kobayashui, Toshiro; Barry, Dana; Fukumura, Yoshimi; Dharmawansa, Asanka; Ogawa, Nobuyiki (2014). “Virtual STEM class for nuclear safety education in metaverse”. Procedia computer science, v. 35, pp. 1255-1261. https://doi.org/10.1016/j.procs.2014.08.224
  • Kaplún, Mario (2002). Una pedagogía de la comunicación. La Habana: Editorial Caminos. ISBN: 9597070359
  • Kuhn, Jeff (2018). “Minecraft: education edition”. Calico journal, v. 35, n. 2, pp. 214-223. https://doi.org/10.1558/cj.34600
  • Kye, Bokyung; Han, Nara; Kim, Eunji; Park, Yeonjeong; Jo, Soyoung (2021). “Educational applications of metaverse: possibilities and limitations”. Journal of educational evaluation for health professions, v. 18, n. 32. https://doi.org/10.3352/jeehp.2021.18.32
  • Lastowka, Greg (2011). “Minecraft as Web 2.0: amateur creativity & digital games”. SSRN. https://doi.org/10.2139/ssrn.1939241
  • Lee, Lik-Hang; Braud, Tristan; Zhou, Pengyuan; Wang, Lin; Xu, Dianlei; Lin, Zijun; Kumar, Abhishek; Bermejo, Carlos; Hui, Pan (2021). “All one needs to know about metaverse: a complete survey on technological singularity, virtual ecosystem, and research agenda”. Journal of latex class files, v. 14, n. 8. https://doi.org/10.13140/RG.2.2.11200.05124/8
  • Marín-Díaz, Verónica; Morales-Díaz, Marina; Reche-Urbano, Eloísa (2019). “Educational possibilities of video games in the primary education stage according to teachers in training. A case study”. Journal of new approaches in educational research, v. 8, n. 1, pp. 42-49. https://doi.org/10.7821/naer.2019.1.330
  • Márquez-Díaz, Jairo-Eduardo (2020). “Virtual world as a complement to hybrid and mobile learning”. International journal of emerging technologies in learning (iJET), v. 15, n. 22, pp. 267-274. https://doi.org/10.3991/ijet.v15i22.14393
  • Meta (2021). The metaverse and how we’ll built it together - Connect 2021. https://www.youtube.com/watch?v=Uvufun6xer8
  • Microsoft (2022). Minecraft: Education Edition. https://education.minecraft.net/en-us
  • Minecraft Education Edition (2022). Minecraft Education Edition (1.18.42 version). PC [Game]. Mojang: Stockholm.
  • Nadella, Satya (2021). Microsoft corporation’s (MSFT) CEO Satya Nadella on Q3 2021 results - earnings call transcript. https://seekingalpha.com/article/4421835-microsoft-corporations-msft-ceo-satya-nadella-on-q3-2021-results-earnings-call-transcript
  • Nebel, Steve; Schneider, Sascha; Rey, Günter-Daniel (2016). “Mining learning and crafting scientific experiments: a literature review on the use of Minecraft in education and research”. Educational technology & society, v. 19, n. 2, pp. 355-366. https://www.jstor.org/stable/jeductechsoci.19.2.355
  • Newton, Casey (2021). “Interview: Mark Zuckerberg on Facebook’s metaverse”. The verge, 22 July. https://www.theverge.com/22588022/mark-zuckerberg-facebook-ceo-metaverse-interview
  • Niemeyer, Dodie J.; Gerber, Hannah (2015). “Maker culture and Minecraft: implications for the future of learning”. Educational media international, v. 52, n. 3, pp. 216-226. http://doi.org/10.1080/09523987.2015.1075103
  • Ortega-Rodríguez, Pablo-Javier (2022). “De la realidad extendida al metaverso: una reflexión crítica sobre las aportaciones a la educación”. Teoría de la educación. Revista interuniversitaria, v. 34, n. 2. https://doi.org/10.14201/teri.27864
  • Park, Sang-Min; Kim, Young-Gab (2022). “A metaverse: taxonomy, components, applications, and open challenges”. IEEE access, v. 10, pp. 4209-4251. https://doi.org/10.1109/ACCESS.2021.3140175
  • Park, Sungjin; Kim, Sangkyun (2022). “Identifying world types to deliver gameful experiences for sustainable learning in the metaverse”. Sustainability, v. 14, n. 3, pp. 1361-1375. https://doi.org/10.3390/su14031361
  • Pauwels, Luc (2012). “A multimodal framework for analyzing websites as cultural expressions”. Journal of computer-mediated communication, v. 17, n. 3, pp. 247-265. https://doi.org/10.1111/j.1083-6101.2012.01572.x
  • Price, Kevin (2020). “The writing teacher: rethinking assessment and transformative learning in the creative writing classroom”. New writing, v. 17, n. 4, pp. 463-470. https://doi.org/10.1080/14790726.2019.1699577
  • Roberts, Kate; Dowell, Anthony; Nie, Jing-Bao (2019). “Attempting rigour and replicability in thematic analysis of qualitative research data: a case study of codebook development”. BMC medical research methodology, v. 19, article n. 66. https://doi.org/10.1186/s12874-019-0707-y
  • Rospigliosi, Pericles “asher” (2022). “Metaverse or simulacra? Roblox, Minecraft, Meta and the turn to virtual reality for education, socialisation and work”. Interactive learning environments, v. 30, n. 1. https://doi.org/10.1080/10494820.2022.2022899
  • Sánchez-López, Iván (2020). Narrativas en la era digital: mediaciones del relato y empoderamiento creativo en la generación Z. Tesis doctoral. Universidad de Huelva. http://rabida.uhu.es/dspace/handle/10272/18989
  • Sánchez-López, Iván; Bonilla-del-Río, Mónica; Soares, Ismar-de-Oliveira (2021). “Digital creativity to transform learning: empowerment from a com-educational approach”. Comunicar, v. 29, n. 69, pp. 113-123. https://doi.org/10.3916/C69-2021-09
  • Shin, Daji; Yun, Jae-Young (2022). “A study on user experience and types of UGB production and consumption in metaverse environment”. Journal of Korea design forum, v. 27, n. 2, pp. 137-150. https://doi.org/10.21326/ksdt.2022.27.2.012
  • Stephenson, Neal (1992). Snow crash. Barcelona: Gigamesh. ISBN: 978 84 96208629
  • Sung, Billy; Mergelsberg, Enrique; Teah, Min; D’Silva, Brandon; Phau, Ian (2020). “The effectiveness of a marketing virtual reality learning simulation: a quantitative survey with psychophysiological measures”. British journal of educational technology, v. 52, n. 1, pp. 196-213. https://doi.org/10.1111/bjet.13003
  • Sweeney, Tim (2019). “Foundational principles & technologies for the metaverse”. ACM SIGGraph 2019 talks, v. 38, n. 1. https://doi.org/10.1145/3306307.3339844
  • Tessler, Chen; Givony, Shahar; Zahavy, Tom; Mankowitz, Daniel; Mannor, Shie (2017). “A deep hierarchical approach to lifelong learning in Minecraft”. Proceedings of the AAAI conference on artificial intelligence, v. 31, n. 1. https://doi.org/10.1609/aaai.v31i1.10744
  • Yun, Hyunjung; Lee, Jin; Young, Yun-Hye (2021). “A preliminary study on concept and types of metaverse: focusing on the possible world theory”. Humanities contents, n. 62, pp. 57-80. https://www.sciencegate.app/app/document/download#10.18658/humancon.2021.09.57
  • Zimmerman, Marc (2000). “Empowerment theory: psychological, organizational and community levels of analysis”. In: Rappaport, Julian; Seidman, Edward. Handbook of community psychology, pp. 43-64. Dordrecht: Kluwer Academic Plenum. ISBN: 978 1 4615 4193 6 https://doi.org/10.1007/978-1-4615-4193-6_2
Fuente de los datos: Dialnet