University of Oulu

Designing educational game experiences for k12 students in context of informal Minecraft club

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Author: Ruotsalainen, Hannu1
Organizations: 1University of Oulu, Faculty of Education, Educational Sciences
Format: ebook
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 4.5 MB)
Persistent link: http://urn.fi/URN:NBN:fi:oulu-201606042278
Language: English
Published: Oulu : H. Ruotsalainen, 2016
Publish Date: 2016-06-06
Physical Description: 78 p.
Thesis type: Master's thesis
Tutor: Laru, Jari
Reviewer: Sarenius, Vesa-Matti
Laru, Jari
Description:
In current times schools are facing new kind of problem. Students are physically present but their minds are wondering. To answer this problem teachers have searched new ways to inspire students to learn. Many teacher believes that video games could be the answer to this problem. This design based research goes in detail how Minecraft learning areas were created and made better during one school’s afternoon club. Research questions for this thesis were: 1.) How iteratively design learning areas for the Minecraft club? 2.) How did design of the learning areas change during the Minecraft club? 3.) Were there a change in test performance at the end of the club compared to start of the club? This afternoon Minecraft club was held once in every week for 8 weeks and in it there were 16 participants aged between 10 and 12. Researchers would create new learning area in the game world every week and students would play through it. After the club meeting researchers reflected upon the results and decided if there was need for change. Every learning area had its own theme and it was used to teach students topic from the Finnish curriculum. In the results it was discovered that Minecraft learning areas had positive effect for most students test performance. This test performance was measured with pre-club and post-club conceptual tests. The design of the learning areas changed much during the Minecraft club and reason for this change was mostly student behavior and researcher’s attempt the counteract it. Researcher found a model which allowed them to iteratively develop the learning areas. This was a cyclical process which kept going for the whole 8 weeks. In the week 7 design was perfected for this club. The turtle world is the fines specimen of the results. In it crystalizes whole of the development which was done during the Minecraft-club.
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Nykyajan koulut kohtaavat uuden ongelman. Oppilaat ovat fyysisesti läsnä mutta henkisesti he ovat muualla. Vastatakseen tähän ongelmaan opettajat ovat etsineet uusia keinoja innostaa oppilaita oppimaan. Moni opettaja uskookin, että video pelit voisivat olla vastaus tähän ongelmaan. Tämä kehittämistutkimus menee yksityiskohtiin siitä, että kuinka Minecraftissa olevia oppimisalueita rakennettiin ja kehitettiin koulun iltapäiväkerhon kontekstissa. Tämän pro gradun tutkimuskysymykset ovat: 1.) How to iteratively design learning areas for the Minecraft club? 2.) How did the design of the learning areas change during the Minecraft club? 3.) Were there change in test performance at the end of the club compared to start of the club? Tämä Minecraft iltapäiväkerho pidettiin kerran viikossa kahdeksan viikon ajan ja kerhoon osallistui 16 oppilasta ikäväliltä 10–12. Tutkijat rakensivat jokaiselle viikolle uuden oppimisalueen peli maailmaan ja oppilaat pelasivat kerhokerroilla tämän oppimisalueen läpi. Jokaisella oppimisalueella oli oma teemansa ja sillä yritettiin opettaa oppilaille aiheita perusopetuksen opetussuunnitelmasta. Tutkimuksessa saatiin selville, että Minecraft oppimisalueet vaikuttivat positiivisesti oppilaiden koe suoriutumiseen. Tämä mitattiin käsitekokeilla jotka oppilaat tekivät ensimmäisellä ja viimeiselle kerho kerralla. Oppimisalueet muuttuivat paljon Minecraft kerhon aikana ja syy näihin muutoksiin oli enimmäkseen oppilaiden toiminta. Tutkijat löysivät mallin jolla he pystyivät kehittämään oppimisalueita iteratiivisesti. Tämä malli oli syklinen prosessi joka jatkui 8 viikon ajan. Seitsemännellä viikolla oppimisalueiden suunnittelu saavutti huippunsa. The Turtle world oli paras esimerkki tutkimuksen tuloksista. Tähän oppimisalueeseen kiteytyy koko kerhon aikana tapahtunut kehitystyö.
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Copyright information: © Hannu Ruotsalainen, 2016. This publication is copyrighted. You may download, display and print it for your own personal use. Commercial use is prohibited.