Development of intellectual and scientific abilities through game-programming in Minecraft

In recent years, the technological revolution has changed the way we see reality and interact with it. Inevitably, education and didactic planning have also had to deal with new technologies. Indeed, the presence of digital tools has radically changed people’s lives since childhood. Many educational...

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Vydané v:Education and information technologies Ročník 27; číslo 5; s. 7241 - 7256
Hlavný autor: Bile, Alessandro
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: New York Springer US 01.06.2022
Springer
Springer Nature B.V
Predmet:
Cognitive Ability
Computer & video games
Computer Appl. in Social and Behavioral Sciences
Computer Games
Computer Science
Computer Science Education
Computers and Education
Education
Educational Technology
Elementary School Students
Game Based Learning
Geometric Concepts
Information Systems Applications (incl.Internet)
Learning
Mathematical Concepts
Methods
Science Education
Sciences education
Scientific Concepts
Software
User Interfaces and Human Computer Interaction
Programming
Technological learning
Minecraft education edition
Microsoft MakeCode
Digital education
Game-base learning
ISSN:1360-2357, 1573-7608
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Shrnutí:In recent years, the technological revolution has changed the way we see reality and interact with it. Inevitably, education and didactic planning have also had to deal with new technologies. Indeed, the presence of digital tools has radically changed people’s lives since childhood. Many educational realities have exploited this digital transformation to speed up and specialize learning, customizing study plans and type of software according to age groups. The activity of the Digital Education Lab is part of this context. It is a digital education school which uses the game software Minecraft Education Edition to teach its students the fundamental principles of computer science, geometry and mathematics. This article discusses learning key science concepts through game learning. The analysis carried out allows to see that students are facilitated in learning complex scientific concepts when these are shown through the game and can therefore be “experienced”. The learning of 186 students aged between 8 and 10, who are generally at the first approaches to the digital world, has been evaluated. To evaluate the acquisition of knowledge through these innovative methods, at the end of the didactic course we have administered anonymous tests through the Google classroom platform. The results show that learning through a game-software facilitates the learning of basic scientific information as well as fostering the capacity for interconnection and transversality.
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ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-022-10894-z