Constructionism Reflected In Minecraft
Unpacking the principles of constructionism embodied in Minecraft
This exercise highlighted the fact that there are two learning environments. It was important to understand the purpose of both. Upon scratching the surface it uncovered games developed in an informal environment were more popular than the ones with the objective of education drilled into them. It is not conclusive to point out one is better than the other however the larger question to figure out is why is one more popular than the other and how if this popular culture can be converted into the mainstream education. Once it is translated into the mainstream system of education does it still remain as engaging as the previous experience?
Undoubtedly, to a great extent the intersection …show more content…
It is apparent that Minecraft was not intended for a formal educational purpose. Markus was learning-by-making or rather learning-by-playing. His creative process started with imaging a game which would be received by the community better than the existing ones. He tinkered with the codes,constantly taking feedback, sharing experience to spark new ideas only to improve his game. He was actively engaged in the process of his learning. Consequently developing Minecraft as an experience to build from his creative process. As a result an exceptional game was created of a constructionist learning experience although doubtful whether he was able to translate this learning experience to the players. Although the tenet of gaming is XXX it is undoubtedly engaging, and it would only be fair to exploit this engagement for a larger purpose. Even though, educational learning is a secondary outcome it would not be incorrect to state, the intention of Minecraft was to create a dent in the gaming industry and not in the educational sphere. Serving the purpose of education was a by product of justifications lined up to impose commercial games as a successful case study.
However this conclusion is incomplete without understanding the underlying cognitive and socio-cultural features of Minecraft that can be translated into “educative” opportunities for students.
The following pages annotate the intrinsic educational traits of Minecraft that promote constructivist learning.
Learning is a social activity: our learning is intimately associated with our connection with other human
This exercise highlighted the fact that there are two learning environments. It was important to understand the purpose of both. Upon scratching the surface it uncovered games developed in an informal environment were more popular than the ones with the objective of education drilled into them. It is not conclusive to point out one is better than the other however the larger question to figure out is why is one more popular than the other and how if this popular culture can be converted into the mainstream education. Once it is translated into the mainstream system of education does it still remain as engaging as the previous experience?
Undoubtedly, to a great extent the intersection …show more content…
It is apparent that Minecraft was not intended for a formal educational purpose. Markus was learning-by-making or rather learning-by-playing. His creative process started with imaging a game which would be received by the community better than the existing ones. He tinkered with the codes,constantly taking feedback, sharing experience to spark new ideas only to improve his game. He was actively engaged in the process of his learning. Consequently developing Minecraft as an experience to build from his creative process. As a result an exceptional game was created of a constructionist learning experience although doubtful whether he was able to translate this learning experience to the players. Although the tenet of gaming is XXX it is undoubtedly engaging, and it would only be fair to exploit this engagement for a larger purpose. Even though, educational learning is a secondary outcome it would not be incorrect to state, the intention of Minecraft was to create a dent in the gaming industry and not in the educational sphere. Serving the purpose of education was a by product of justifications lined up to impose commercial games as a successful case study.
However this conclusion is incomplete without understanding the underlying cognitive and socio-cultural features of Minecraft that can be translated into “educative” opportunities for students.
The following pages annotate the intrinsic educational traits of Minecraft that promote constructivist learning.
Learning is a social activity: our learning is intimately associated with our connection with other human