Minecraft JaltCALL 2021

Minecraft

as an immersive language teaching world: English teachers’ TPACK

Jane Chien & Rose Bard

Presentation overview

1 Minecraft

8 Integrating other tools

2 The Language of Gaming

9 Merits

3 TPACK

10 Challenges

4 Method

11 Affordances

5 Minecraft Teaching Pedagogy

12 Thanks

6 Results

7 Lesson Plans

Minecraft Game

"...are digitally mediated learning environments designed to engage users in an artificially created, make-believe “world.”

Immersive environments

Lui, Michelle. Encyclopedia of Science Education (2015)

Bonasio, Alice. Immersive Experiences in Education. Microsoft (2019)

Immersion refers to the mental state of being completely absorbed or engaged with an activity.

Types of immersion

Narrative and symbolic

• Virtual identities
• Simulated experiences
• Live the story

Bonasio, Alice. Immersive Experiences in Education. Microsoft (2019)

Types of immersion

Narrative and symbolic

• Virtual identities
• Simulated experiences
• Live the story

Sensory

• Creates an emotional connection
• Feel as part of the virtual world

Bonasio, Alice. Immersive Experiences in Education. Microsoft (2019)

Types of immersion

Narrative and symbolic

• Virtual identities
• Simulated experiences
• Live the story

• Creates an emotional connection
• Feel as part of the virtual world

Sensory

Actional

• Dynamic space
• Promotes interaction
• Active Participation

Bonasio, Alice. Immersive Experiences in Education. Microsoft (2019)

Types of immersion

Narrative and symbolic

• Virtual identities
• Simulated experiences
• Live the story

• Creates an emotional connection
• Feel as part of the virtual world

Sensory

Actional

• Dynamic space
• Promotes interaction
• Active Participation

• Embedded knowledge and skills

Psychological

Bonasio, Alice. Immersive Experiences in Education. Microsoft (2019)

A 3D environment

that engages users in an artificially created, make-believe “world" where players become absorbed or engaged with an activity.

The language of Gaming

Language Triptych for Gaming

Learningthru interaction

Interactwith Players

language in Gaming

Language of Gaming

Language for Gaming

Language through Gaming

Minecraftblocks & ITEMS

Minecraft TPACK

Technological Pedagogical Knowledge (TPK)

TechnologicalContent Knowledge (TCK)

Technological Pedagogical Content Knowledge (TPACK)

Content Knowledge (CK)

Pedagogical Knowledge (PK)

Technological Knowledge (TK)

Pedagogical Content Knowledge (PCK)

• Koehler & Mishra (2009)

Applying...

MINECRAFT

installation, controls, mechanics, etc.

TPACK

MINECRAFT Content

PEDAGOGICAL

Principles Decisions

in-game tasks

Study Overview

Investigate English Teachers TPACK before and after receiving PD training to integrate Minecraft into their English teaching practice.

Research Purpose

Study method

Participants: 29 in-service elementary school teachers

PD training for 16 hours in two months.

Minecraft TPACK Survey adapted and modified based on Bagheri (2020)

TPACK survey: 5 point likert scale, 7 constructs and 30 items.

Administered before and after the Minecraft PD.

Five Minecraft English Lessons were created.

Minecraft Training & Pedagogy

Technological Training & Institutional Licenses provided for participants

Identify Minecraft task(s)

Prepare in-game task(s)in Minecraft

Create pre-tasks and post-tasks

Define language learning objectives and assessment

Map out language

Training in Lesson Design

1. Do you understand the basics of creating synchronous tasks before designing asynchronous tasks for learners? 2. Do you know how to identify the content (language vocabulary and grammar, communicative skills, and the overall theme of the task) available in Minecraft to connect to linguistic learning objectives? 3. "Designing Minecraft-based lessons for language learning is like planning lessons to apply in our schools." Do you agree with this statement? If you do or do not agree with this statement, tell us why!!

Reflection

Results of the Study

Technological Pedagogical Knowledge (TPK)

TechnologicalContent Knowledge (TCK)

Technological Knowledge (TK)

(TPACK)

Pedagogical Knowledge (PK)

Content Knowledge (CK)

• MCK (1) I am able to create Minecraft materials for course content.
• MCK (2) I am able to use various digital tools to integrate Minecraft content into the course.

Pedagogical Content Knowledge (PCK)-non-significant pre-and-post (M=3.85, 4.24, SD=.95, .68)

Technological Pedagogical Knowledge (TPK)

TechnologicalContent Knowledge (TCK)

Technological Knowledge (TK)

(TPACK)

Pedagogical Knowledge (PK)

Content Knowledge (CK)

Pedagogical Content Knowledge (PCK)-non-significant pre-and-post (M=3.85, 4.24, SD=.95, .68)

• PCK (1) Without using technology, I am able to select effective teaching approaches that help my students to develop their language skills.
• PCK (2) Without using technology, I am able to prepare curricular activities and lesson plans that will improve my students’ language skills.

Lesson Plans Produced

Minecraft Lessons

Where's Lucy? She's in the living room.

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Author

VIDEO

Trying out the Animal World Lesson Plan in Minecraft. Need to give directions to help your pal out of the maze.

Integrating other tools

Kahoot

Pre & Post - Tasks

Quizlet

Bamboozle

Merits

Form the beginning, I wasn't not good at it. After my students taught me, I find it very interesting to play minecraft, not just press w to walk or space to fly. I'll use minecraft to create more teaching plan and help more students' improve English by playing in games！

It's a very useful tool to motivate students to learn a language. To finish the task, I don't think I need to force them to memorize anything because they need the proper vocabulary to finish the task or teamwork.

Challenges

10

Building something in minecraft is definitely time consuming. The language content is more difficult than the linguistic objectives from an elementary school teacher's perspective. Anyway, I still believe my students like this world and have fun with the maze.

Affordances

11

I tried a bit of minecraft in my special education class, and thought they are still in the decoding mode for the students diagnosed as slightly intelectually disabled. But to my surprise, before they tried it, they already know a lot about Minecraft by videos on youtube. This a small step for us but a big step for them and definitely I will find some time and chances for them to try again and maybe on gifted students too in the future.

At first, it was really hard for me to figure out how to build a world in Minecraft. However, one of our members knows how to do that and I learn from her. After I know how to do it, I can build a farm or even a small world myself. We work together to discuss how to plan the lessons and try to do it in a more practical way so that kids can really do something in Minecraft. When we demo the world and let peers try, we know that it is a good way for kids to learn. If we still have chance, we can probably work on creating Minecraft lessons for kids to learn something besides the contents they learn from the textbook. We can connect what they have learned and extend their learning in Minecraft.

THANK Y U!