Exploring teachers' mastery and use of Minecraft in the classroom a survey of the Minecraft teachers
Abstract
This study explored the dynamic interplay of social constructivism, game-based learning, and communities of practice in the context of teachers using Minecraft as an educational tool. This study used a teacher survey to collect insights from teachers who use Minecraft and are members of the Minecraft Teachers’ Lounge. The research investigated how teachers learn to use Minecraft, the resources that support their learning journey, and the factors influencing their confidence in utilizing game-based learning tools. The findings highlighted the significance of collaborative learning environments, experiential learning approaches, and ongoing professional development opportunities for teachers using technology-enhanced tools like Minecraft. The study’s conclusions emphasized the transformative potential of integrating game-based learning platforms into classrooms, leveraging the synergies between social constructivism, game-based learning, and communities of practice to cultivate engaging, collaborative, and meaningful learning experiences. The insights from this research can guide educators in harnessing the power of immersive technologies, continuous learning, and innovative teaching.
Library of Congress Subject Headings
Minecraft (Game); Video games in education; Educational games
Date of Award
2024
School Affiliation
Graduate School of Education and Psychology
Department/Program
Education
Degree Type
Dissertation
Degree Name
Doctorate
Faculty Advisor
Paul Sparks
Recommended Citation
Kim, Hae Ryung Rinpoche, "Exploring teachers' mastery and use of Minecraft in the classroom a survey of the Minecraft teachers" (2024). Theses and Dissertations. 1484.
https://digitalcommons.pepperdine.edu/etd/1484