Metaverse and education: the pioneering case of Minecraft in immersive digital learning

Autores/as

DOI:

https://doi.org/10.3145/epi.2022.nov.10

Palabras clave:

Metaverse, Minecraft, Education, Literacy, Educommunication, Digital, Creativity, Empowerment, Virtual reality, Media literacy, Internet, Learning, Communication, Pedagogy, Videogames

Resumen

The metaverse is presented as a possible new technological iteration for the Internet. The generation of virtual universes in which the physical and the digital converge raises the question of how education will be addressed in these new systems. We find, however, pioneering exercises such as Minecraft: Education Edition. This platform is a version based on the popular sandbox video game, which was originally created by a community of teachers. The aim of this research is to analyze and describe the idiosyncratic characteristics of Minecraft as an educational platform, framing it as one of the pioneering exercises in the metaverse. To this end, we have employed a methodology that combines Multimodal Discourse Analysis with Grounded Theory and the Constant Comparative Method. As conclusions, we observe how the Minecraft Education platform reinforces from its approach pre-existing aspects from the physical world, resizing them to adapt them to its connected digital environment. These are key elements such as the identity of the participants, their ability to act within the system, creativity through lessons as a guide to the educational objectives and the community as the backbone of the process. At the same time, it presents differential components, such as the use of avatars, the transition from textual literacy to multimodal literacy, game mechanics that boost creativity or transhuman capabilities that defy physical space-time. All in all, the platform is designed for teachers, parents and managers, to whom it offers a series of benefits. Therefore, the pedagogical action will depend on their judgment and execution, especially through the elaboration of lessons and worlds, the management of the sessions and their interaction in community environments. It is their responsibility to ensure that the educational experience is truly empowering or, on the contrary, that it ends up being governed by reproductive criteria linked to symbolic violence.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Alawajee, Omar; Delafield-Butt, Jonathan (2021). "Minecraft in education benefits learning and social engagement". International journal of game-based learning, v. 11, n. 4, pp. 19-56. https://doi.org/10.4018/IJGBL.2021100102

Ames, Morgan; Burrell, Jenna (2017). "Connected learning and the equity agenda: a microsociology of Minecraft play". Proceedings of the 2017 ACM conference on computer supported cooperative work and social computing, pp. 446-457. https://doi.org/10.1145/2998181.2998318

Baek, Youngkyun; Min, Ellen; Yun, Seongchul (2020). "Mining educational implications of Minecraft". Computers in the schools, v. 37, n. 1. https://doi.org/10.1080/07380569.2020.1719802

Barroso-Osuna, Julio; Gutiérrez-Castillo, Juan-Jesús; Llorente-Cejudo, Marí­a-del-Carmen; Valencia-Ortiz, Rubicelia (2019). "Difficulties in the incorporation of augmented reality in university education: visions from the experts". Journal of new approaches in educational research, v. 8, n. 2, pp. 126-141. https://doi.org/10.7821/naer.2019.7.409

Blanco-Herrera, Jorge A.; Gentile, Douglas; Rokkum, Jeffrey (2019). "Video games can increase creativity, but with caveats". Creativity research journal, v. 31, n. 2, pp. 119-131. https://doi.org/10.1080/10400419.2019.1594524

Bloomberg (2021). "How Microsoft is finding new ways of connecting people". Bloomberg, 2 Nov. https://bloom.bg/3Trrz4P

Callaghan, Noelene (2016). "Investigating the role of Minecraft in educational learning environments". Educational media international, v. 53, n. 4, pp. 244-260. https://doi.org/10.1080/09523987.2016.1254877

Dede, Christopher J. (2009). "Immersive interfaces for engagement and learning". Science, v. 323, n. 5910, pp. 66-69. https://doi.org/10.1126/science.1167311

Dede, Christopher J.; Jacobson, Jeffrey; Richards, John (2017). "Introduction: virtual, augmented, and mixed realities in education". In: Liu, Dejian; Dede, Chris; Ronghuai, Huang; Richards, John. Virtual, augmented, and mixed realities in education, smart computing and intelligence, pp. 1-16. Singapore: Springer-Nature. ISBN: 978 9811054891 https://doi.org/10.1007/978-981-10-5490-7_1

Dezuanni, Michael (2018). "Minecraft and children´s digital making: implications for media literacy education". Learning, media and technology, v. 43, n. 3, pp. 236-249. https://doi.org/10.1080/17439884.2018.1472607

Dillon, Seth; Mann, Kyle; Nicolle, Ethan (2021). Full interview: Elon Musk sits down with the Babylon Bee. The Babylon Bee. Video. https://www.youtube.com/watch?v=jvGnw1sHh9M

Dionisio, John-David N.; Burns III, William G.; Gilbert, Richard (2013). "3D virtual worlds and the metaverse: current status and future possibilities". ACM computing surveys, v. 45, n. 3. http://doi.org/10.1145/2480741.2480751

Gandolfi, Enrico; Kosko, Karl W.; Ferdig, Richard E. (2020). "Situating presence within extended reality for teacher training: validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video". British journal of educational technology, v. 52, n. 2, pp. 824-841. https://doi.org/10.1111/bjet.13058

Gibson, William (1984). Neuromante. Barcelona: Minotauro. ISBN: 978 84 45076620

Glaser, Barney (1992). Basic of grounded theory analysis: emergence versus forcing. Mill Valley: Sociology Press. ISBN: 884156002

Glaser, Barney; Strauss, Anselm (1967). The discovery of grounded theory: strategies for qualitative research. Chicago: Aldine. ISBN: 0202302601

Hill, Valerie (2015). "Digital citizenship through game design in Minecraft". New library world, v. 116, n. 7/8, pp. 369-382. https://doi.org/10.1108/NLW-09-2014-0112

Jackson, Linda A.; Witt, Edward A.; Games, Alexander-Ivan; Fitzgerald, Hiram E.; Von-Eye, Alexander; Zhao, Yong (2012). "Information technology use and creativity: findings from the children and technology project". Computers in human behavior, v. 28, n. 2, pp. 370-376. https://doi.org/10.1016/j.chb.2011.10.006

Jaynes, Christopher O.; Seales, William-Brent; Calvert, Kenneth-Leonard; Fei, Zongming; Griffioen, James-Nelson (2003). "The metaverse: a networked collection of inexpensive, self-configuring, immersive environments". EGVE "˜03: Proceedings of the workshop on virtual environments 2003, pp. 115-124. https://doi.org/10.1145/769953.769967

Jeon, Joon-Hyun (2021). "A study on the principle of metaverse composition with a focus on Roblox". Korean association for visual culture, n. 38, pp. 257-279. https://doi.org/10.21299/jovc.2021.38.10

Kanematsu, Hideyuki; Kobayashui, Toshiro; Barry, Dana; Fukumura, Yoshimi; Dharmawansa, Asanka; Ogawa, Nobuyiki (2014). "Virtual STEM class for nuclear safety education in metaverse". Procedia computer science, v. 35, pp. 1255-1261. https://doi.org/10.1016/j.procs.2014.08.224

Kaplún, Mario (2002). Una pedagogí­a de la comunicación. La Habana: Editorial Caminos. ISBN: 9597070359

Kuhn, Jeff (2018). "Minecraft: education edition". Calico journal, v. 35, n. 2, pp. 214-223. https://doi.org/10.1558/cj.34600

Kye, Bokyung; Han, Nara; Kim, Eunji; Park, Yeonjeong; Jo, Soyoung (2021). "Educational applications of metaverse: possibilities and limitations". Journal of educational evaluation for health professions, v. 18, n. 32. https://doi.org/10.3352/jeehp.2021.18.32

Lastowka, Greg (2011). "Minecraft as Web 2.0: amateur creativity & digital games". SSRN. https://doi.org/10.2139/ssrn.1939241

Lee, Lik-Hang; Braud, Tristan; Zhou, Pengyuan; Wang, Lin; Xu, Dianlei; Lin, Zijun; Kumar, Abhishek; Bermejo, Carlos; Hui, Pan (2021). "All one needs to know about metaverse: a complete survey on technological singularity, virtual ecosystem, and research agenda". Journal of latex class files, v. 14, n. 8. https://doi.org/10.13140/RG.2.2.11200.05124/8

Marí­n-Dí­az, Verónica; Morales-Dí­az, Marina; Reche-Urbano, Eloí­sa (2019). "Educational possibilities of video games in the primary education stage according to teachers in training. A case study". Journal of new approaches in educational research, v. 8, n. 1, pp. 42-49. https://doi.org/10.7821/naer.2019.1.330

Márquez-Dí­az, Jairo-Eduardo (2020). "Virtual world as a complement to hybrid and mobile learning". International journal of emerging technologies in learning (iJET), v. 15, n. 22, pp. 267-274. https://doi.org/10.3991/ijet.v15i22.14393

Meta (2021). The metaverse and how we´ll built it together - Connect 2021. https://www.youtube.com/watch?v=Uvufun6xer8

Microsoft (2022). Minecraft: Education Edition. https://education.minecraft.net/en-us

Minecraft Education Edition (2022). Minecraft Education Edition (1.18.42 version). PC [Game]. Mojang: Stockholm.

Nadella, Satya (2021). Microsoft corporation´s (MSFT) CEO Satya Nadella on Q3 2021 results - earnings call transcript. https://seekingalpha.com/article/4421835-microsoft-corporations-msft-ceo-satya-nadella-on-q3-2021-results-earnings-call-transcript

Nebel, Steve; Schneider, Sascha; Rey, Gí¼nter-Daniel (2016). "Mining learning and crafting scientific experiments: a literature review on the use of Minecraft in education and research". Educational technology & society, v. 19, n. 2, pp. 355-366. https://www.jstor.org/stable/jeductechsoci.19.2.355

Newton, Casey (2021). "Interview: Mark Zuckerberg on Facebook´s metaverse". The verge, 22 July. https://www.theverge.com/22588022/mark-zuckerberg-facebook-ceo-metaverse-interview

Niemeyer, Dodie J.; Gerber, Hannah (2015). "Maker culture and Minecraft: implications for the future of learning". Educational media international, v. 52, n. 3, pp. 216-226. http://doi.org/10.1080/09523987.2015.1075103

Ortega-Rodrí­guez, Pablo-Javier (2022). "De la realidad extendida al metaverso: una reflexión crí­tica sobre las aportaciones a la educación". Teorí­a de la educación. Revista interuniversitaria, v. 34, n. 2. https://doi.org/10.14201/teri.27864

Park, Sang-Min; Kim, Young-Gab (2022). "A metaverse: taxonomy, components, applications, and open challenges". IEEE access, v. 10, pp. 4209-4251. https://doi.org/10.1109/ACCESS.2021.3140175

Park, Sungjin; Kim, Sangkyun (2022). "Identifying world types to deliver gameful experiences for sustainable learning in the metaverse". Sustainability, v. 14, n. 3, pp. 1361-1375. https://doi.org/10.3390/su14031361

Pauwels, Luc (2012). "A multimodal framework for analyzing websites as cultural expressions". Journal of computer-mediated communication, v. 17, n. 3, pp. 247-265. https://doi.org/10.1111/j.1083-6101.2012.01572.x

Price, Kevin (2020). "The writing teacher: rethinking assessment and transformative learning in the creative writing classroom". New writing, v. 17, n. 4, pp. 463-470. https://doi.org/10.1080/14790726.2019.1699577

Roberts, Kate; Dowell, Anthony; Nie, Jing-Bao (2019). "Attempting rigour and replicability in thematic analysis of qualitative research data: a case study of codebook development". BMC medical research methodology, v. 19, article n. 66. https://doi.org/10.1186/s12874-019-0707-y

Rospigliosi, Pericles "asher" (2022). "Metaverse or simulacra? Roblox, Minecraft, Meta and the turn to virtual reality for education, socialisation and work". Interactive learning environments, v. 30, n. 1. https://doi.org/10.1080/10494820.2022.2022899

Sánchez-López, Iván (2020). Narrativas en la era digital: mediaciones del relato y empoderamiento creativo en la generación Z. Tesis doctoral. Universidad de Huelva. http://rabida.uhu.es/dspace/handle/10272/18989

Sánchez-López, Iván; Bonilla-del-Rí­o, Mónica; Soares, Ismar-de-Oliveira (2021). "Digital creativity to transform learning: empowerment from a com-educational approach". Comunicar, v. 29, n. 69, pp. 113-123. https://doi.org/10.3916/C69-2021-09

Shin, Daji; Yun, Jae-Young (2022). "A study on user experience and types of UGB production and consumption in metaverse environment". Journal of Korea design forum, v. 27, n. 2, pp. 137-150. https://doi.org/10.21326/ksdt.2022.27.2.012

Stephenson, Neal (1992). Snow crash. Barcelona: Gigamesh. ISBN: 978 84 96208629

Sung, Billy; Mergelsberg, Enrique; Teah, Min; D´Silva, Brandon; Phau, Ian (2020). "The effectiveness of a marketing virtual reality learning simulation: a quantitative survey with psychophysiological measures". British journal of educational technology, v. 52, n. 1, pp. 196-213. https://doi.org/10.1111/bjet.13003

Sweeney, Tim (2019). "Foundational principles & technologies for the metaverse". ACM SIGGraph 2019 talks, v. 38, n. 1. https://doi.org/10.1145/3306307.3339844

Tessler, Chen; Givony, Shahar; Zahavy, Tom; Mankowitz, Daniel; Mannor, Shie (2017). "A deep hierarchical approach to lifelong learning in Minecraft". Proceedings of the AAAI conference on artificial intelligence, v. 31, n. 1. https://doi.org/10.1609/aaai.v31i1.10744

Yun, Hyunjung; Lee, Jin; Young, Yun-Hye (2021). "A preliminary study on concept and types of metaverse: focusing on the possible world theory". Humanities contents, n. 62, pp. 57-80. https://www.sciencegate.app/app/document/download#10.18658/humancon.2021.09.57

Zimmerman, Marc (2000). "Empowerment theory: psychological, organizational and community levels of analysis". In: Rappaport, Julian; Seidman, Edward. Handbook of community psychology, pp. 43-64. Dordrecht: Kluwer Academic Plenum. ISBN: 978 1 4615 4193 6 https://doi.org/10.1007/978-1-4615-4193-6_2

Publicado

2022-11-24

Cómo citar

Sánchez-López, I., Roig-Vila, R., & Pérez-Rodrí­guez, A. (2022). Metaverse and education: the pioneering case of Minecraft in immersive digital learning. Profesional De La información Information Professional, 31(6). https://doi.org/10.3145/epi.2022.nov.10

Número

Sección

Artí­culos de investigación / Research articles