Building an evidence-base for using Minecraft: Education Edition as an educational tool
This research proposes that to better understand student knowledge acquisition and behaviour in virtual learning spaces, we need to start with an analysis of the ‘what and how’ that students are learning. This can be achieved whilst they work within Minecraft:
Education Edition utilising the Collaborative Problem Solving Empirical Progressions as the instrument of measurement. The researchers have been using this specific video behavioural analysis methodology over the past two years, building upon the work of a collaborative research project as part of the Assessment and Teaching of 21st Century Skills (ACT21S) project.
A key part of this research builds upon the work by the Melbourne Graduate School of Education who developed instruments for assessing the application of numeracy and literacy skills in collaborative problem-solving. Such instruments can be used to measure the affordances of Minecraft: Education Edition as space for higher order skill application.
This Agreement is for the final research report derived from the data analysis (the instance reports and visual timelines), identifying the key principles that could inform the effective use of Minecraft: Education Edition in Victorian schools for collaborative problem solving.