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ERIC Number: EJ1123979
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1059-308X
"Minecraft," Teachers, Parents, and Learning: What They Need to Know and Understand
Ellison, Tisha Lewis; Evans, Jessica N.
School Community Journal, v26 n2 p25-43 2016
This article explores six effective principles for teachers to use to understand and apply "Minecraft" in today's classrooms. Video games have become one of the fastest growing forms of media for youth and adult consumers. "Minecraft," a multiplayer online game (MOG), is one of the most popular video games to date. By allowing its players to build simulated, virtual worlds, "Minecraft" aims to foster creativity, control, and imagination. Yet while the affordances of playing "Minecraft" spark collaborative learning, critical thinking, and problem-solving skills among youth, one constraint still remains: there appears to be a disconnect between some teachers' and parents' understandings about the "Minecraft" world's mechanisms, uses, and benefits. Due to the success of "Minecraft" in the digital era and in some schools, studying this game is significant. For instance, students benefit from using "Minecraft" to enhance learning in STEM/STEAM (Science, Technology, Engineering, [Arts], and Math) and English Language Arts content areas. In addition, teachers benefit from using "Minecraft" to increase academic engagement with students and reinforce parental involvement. This article (a) provides an examination of educational research on the use of "Minecraft" in classrooms; (b) suggests educational benefits for students and practical classroom approaches for teachers from various disciplines; and (c) presents a handout for teachers to share with parents about what they need to know and use to support their children's literacy practices and learning while playing "Minecraft." [This article was written with Jim Pike.]
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Publication Type: Journal Articles; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A