Title: STEM Through Minecraft
Author Name: Danielle Rodriguez
1. Introduction
This chapter will analyze a case study of game-based learning being used in the K-12 education sector. The chapter will highlight the success of using game-based learning to teach science, technology, engineering, and mathematic (STEM) concepts to lower grade level learners. Game-based learning is an instructional strategy that uses games as vehicles for learning to improve learning outcomes. For example, game-based learning meets students where they are at by allowing them to learn through trial and error. They actively learn and practice the correct way to do things. Students are also able to collaborate in an engaging immersive environment while learning new content or skills. This instructional strategy is profoundly changing the way students are learning. The game-based learning platform that this chapter will focus on is Minecraft Education Edition. Minecraft is a well-designed game created specifically for a classroom setting. It triggers the play phenomenon in learners while supplying instruction and provides tools for educators to communicate with their students.
2. Overview of the Case
A second-grade classroom in Cherokee County Georgia used game-based learning to introduce new science content to students. Through the Minecraft gaming platform, students learned the concept of sources of light. The students learned about artificial light versus natural light and how to build circuits. The class was made up of students ranging from seven six to eight years of age most of whom were familiar with Minecraft either from school or home use. The Science concept was taught in their homeroom class so there was already some previous knowledge.
The school administration and teachers were concerned about students not getting enough instructional time during class for Science and Social Studies. The majority of scheduled instruction was dedicated to the subjects that are heavily weighted on the state-mandated end-of-course test like Writing, Reading, and Math. The school only allotted twenty minutes for science every day and it also interchanges with Social Studies, which means that the students may have two weeks of science instruction during the twenty minutes and then the following two weeks will be dedicated to social studies instruction. Due to the students not spending enough time engaged in science concepts, teachers believe that it affected student assessments.
3. Solutions Implemented
The school’s Science/Social Studies coordinator suggested that enrichment opportunities could be implemented during the students’ specials block. The most appropriate class would be the students’ STIR (Science, Technology, Inquiry, and Research) class. In STIR, the students learn and read about different STEM concepts. The lesson began by introducing the students to the world of Minecraft and the non-player characters (NPC). Whenever a student came across an NPC they had to stop and follow the directions it gave them. The students were paired with partners for collaboration moments. For example, the students watched a video on the path about sources of light and discussed what they learned with their partners. The teaching of the content continued through paths two through five, allowing learners to discuss what they learned and perform different tasks. For instance, during path 3 the students were introduced to Redstone which carries electricity. The students were directed to recreate a circuit using materials in their inventory.
There are some major ideas and theories present in this case. Minecraft’s lesson exhibited situated learning. The students were taking part in “embedded learning and assessments in a real-world environment” (Reiser, R. A., & Dempsey, J. V. (2018)). Another concept shown is that the environment was authentic. For example, one path required the students to flip a switch to turn a lamp and then reflect on what made the lamp turn on. There were multiple opportunities for problem-solving within the game.
4. Outcomes
Minecraft improved mastery of content amongst learners. Students took an end-of-unit formal assessment with their content teachers and 58 percent of students did not master the light standard, while the rest of the class was approaching mastery of the standard. Students originally struggled with what produces artificial or natural light and creating circuits. After participating in the Minecraft lesson, the students took an assessment that was embedded inside of the lesson and they improved tremendously. There was a 27 percent increase in mastery after the students took the assessment. Some students even exceeded expectations as they were able to build a house that used natural and artificial light. The students’ overall motivation increased. They were excited to learn and to apply what they learned authentically. Even with great success, there were some challenges. The students who did not meet mastery had a common trend; they were more than one grade level behind reading. Teachers would have to put in place some accommodations for those students going forward. Also, some students had a difficult time staying focused on building a home with both sources of light. They were able to build a home, but some students had to be reminded that the task was to ensure that natural and artificial light present was present.
5. Implications
As stated before, students reading at below level did not do as well as the students who were on grade level. There are two suggested accommodations for those learners. When students are paired at the beginning of the lesson, the pairs should include one strong and one struggling reader to read the directions as they come across the NPCs. Minecraft also added an immersive reader feature that allows texts to be read to the students out loud. It would be helpful if the teacher set up the game before the students, arriving. The students spent a lot of time logging in because some did not know how to sign in properly. It would be a great idea for Minecraft to allow a single-step login to increase productivity in lower grade levels. Engagement among students increased with the use of Minecraft. One of the teachers stated, “you do not really need a great hook when using Minecraft to teach a concept.” Students usually are automatically intrigued when Minecraft is mentioned. One concern is students who are not that involved with video gaming, may need a little more time to grasp the technicalities of the game and all its features. The Minecraft education edition is a great resource to use within the classroom. Students are immersed in a learning environment where they learn as they play and can collaborate with their peers.
References
Reiser, R. A., & Dempsey, J. V. (2018). Trends and Issues in Instructional Design and Technology (4th ed.) New York, NY: Pearson.
Cahil, G. (n.d.). Why game-based learning? Retrieved April 26, 2021, from https://thelearningcounsel.com/article/why-game-based-learning
Natural and artificial light: Minecraft: Education edition. (n.d.). Retrieved April 26, 2021, from https://education.minecraft.net/lessons/natural-and-artificial-light/
Greally, G. (2017, March 21). Gamification or game-based learning? Retrieved April 26, 2021, from https://www.teachertoolkit.co.uk/2017/03/21/gamification-or-game-based-learning/
Minecraft: Education edition: Introduction to GAME-BASED learning. (n.d.). Retrieved April 26, 2021, from https://education.microsoft.com/nb-no/course/9f02325a/2
Anderson, K. (2019, February 11). Game-based learning is changing how we teach. here’s why. – edsurge news. Retrieved April 26, 2021, from https://www.edsurge.com/news/2019-02-04-game-based-learning-is-changing-how-we-teach-here-s-why
Byrd, C. (n.d.). 11 lessons about GAME-BASED learning and STEM Education. Retrieved April 26, 2021, from https://blog.mindresearch.org/blog/lessons-game-based-learning-stem
Anderson, K. (2019, February 11). Game-based learning is changing how we teach. here’s why. – edsurge news. Retrieved April 26, 2021, from https://www.edsurge.com/news/2019-02-04-game-based-learning-is-changing-how-we-teach-here-s-why