Minecraft As A Teaching Tool - A Statistical Study of Teachers' Experience Using Minecraft In The Classroom       Masters  In  Education   7267EDN  Research  Methods  In  Education   Griffith  University,  Australia     David  Smeaton         Introduction     Game  players  regularly  exhibit  persistence,  risk-­‐taking,  attention  to  detail,   and   problem-­‐solving,   all   behaviors   (sic)   that   ideally   would   be   regularly   demonstrated  in  school.  (Klopfer  2009)     Computer   games   have   become   a   ubiquitous   part   of   modern   life.   Globally,   3   billion   hours   a   week   are   spent   playing   computer   games   (gamification.org   2012).   Every   day   28  million  people  harvest  crops  in  FarmVille  (Zynga  2012).  There  are  more  people   with   FarmVille   accounts   than   with   twitter   accounts   (McGonigal   2010).   The   new   ‘gaming   culture’   centres   around   the   use   of   a   system   of   motivational   tools   called   gamification.   Gamification,   the   use   of   game   design   elements   in   non-­‐gaming   contexts   (gamification.org  2012),  has  emerged  as  a  potentially  powerful  methodology  for  use   in  educational  spaces.         The  body  of  literature  regarding  gamification  is  growing  exponentially.  Commercial   enterprises   have   taken   advantage   of   the   elements   of   gamification   to   improve   consumer  participation,  motivation  and  profitability.  However  educators  have  been   slower  to  pick  up  on  gamification’s  benefits  (McGonigal  2010).    Gamification  can  be   applied   to   learning   in   two   ways.   The   first   way   is   to   use   the   elements   of   gamification   in   non-­‐gaming   contexts   as   an   incentive,   motivating   learners   to   participate   (gamification.org   2012).   The   second   way   is   to   use   computer   games   that   combine   gamification   methodologies   and   educational   outcomes   (Zichermann   2010).   Numerous   educational   games   have   been   developed   to   try   and   motivate   learners   –   most  of  which  have  been  mediocre  or  failures.  The  best  games  are  not  ones  made  by   educators,  but  by  game  designers  (Zichermann,  2010).       Minecraft  is  one  such  game.  Created  in  2009,  Minecraft  is  an  indie  game  with  over   6.8   million   paid   user   accounts   (Minecraft.net   2012).   Minecraft   is   a   sandbox   construction   game   where   the   player   has   the   ability   to   move   freely   around   an   unlimited  virtual  world  (wikipedia.org  2012).  The  purpose  of  the  game  is  to  create   structures  using  a  variety  of  blocks  (wood,  dirt,  stone,  etc.).  The  player  uses  blocks   to   manipulate   the   environment   –   such   as   building   a   house   (Minecraft.net   2012).   Three   elements   make   Minecraft   unique;   the   game   has   no   clear   goal   (the   game   doesn’t   “finish”),   the   graphics   are   simplistic   (retro   8-­‐bit   graphics),   and   the   game   encourages  exploration  and  construction  (wikipedia.org  2012)  and,  since  Minecraft   is  a  multiplayer  environment,  players  are  able  to  work  together  online  in  real  time.   To  put  it  simplistically,  Minecraft  is  virtual  Lego.     Is  Minecraft  a  useful  teaching  tool?     This  purpose  of  this  paper  is  to  answer  the  above  question  through  discussion  of  a   pilot   survey   results.   The   survey   was   aimed   at   teachers   who   use   Minecraft   in   the   classroom.   The   focus   group   was   a   small   but   active   online   MinecraftEDU   community.   These  teachers  have  experience  utilising  Minecraft  in  the  classroom  and  can  provide   valuable  feedback  about  whether  Minecraft  is  an  effective  teaching  tool.       An   MIT   white   paper   released   in   2009   states   that,   currently,   there   is   insufficient   evidence   relating   to   computer   games   and   the   internet   as   effective   self-­‐directed   learning   tools   (Klopfer   2009).     Further,   MIT’s   paper   suggests   that   schools   should   play   a   “critical   role”   in   helping   learners   make   the   most   of   technology-­‐based   experiences.   Schools   must   foster   ‘learning   in   association   with   game   play’   (Klopfer   2009).     It’s   the   author’s   opinion   that   this   gap   in   the   literature   constitutes   justification   for   further   investigation   of   gaming   and   their   ability   to   promote   self-­‐ directed  and  autonomous  learning.     The  survey  conducted  by  the  author  attempts  to  address  this  very  issue:  can  games   like   Minecraft   help   schools   foster   self-­‐directed   learning   in   association   with   game   play?       Methods     The   survey   polled   teachers   who   have   used   Minecraft   in   the   classroom.   Since   the   target   community   resided   online   the   survey   was   conducted   using   psychsurveys.org.   This   was   a   necessity   considering   the   respondents   are   global   and   ‘face   to   face’   surveying  would  have  been  impossible.  The  survey  is  viewable  at:     http://www.psychsurveys.org/davidsmeaton/minecraftteachers.     The  survey  was  prefaced  with  an  introduction  from  the  author  and  the  purpose  of   the  survey.  Respondents  were  told  that  the  survey  was  anonymous  and  all  questions   were   optional.   The   introduction   included   an   approximate   completion   time   (5   minutes),  informing  respondents  that  the  survey  would  be  short.     The   survey   was   advertised   in   the   Minecraft   teacher   group.   As   well,   MinecraftEDU   linked   to   the   survey   on   their   twitter   account.   This   would   count   as   probability   sampling,   since   the   respondents   were   not   chosen   but   volunteered   if   they   saw   the   survey  posted  online  (and  decided  to  participate).  The  survey  was  viewed  504  times   and   17   people   completed   the   survey.   This   return   was   higher   than   expected   considering  the  small  number  of  teachers  to  whom  the  survey  would  be  relevant  –   the  community  has  approximately  50  members.       Since  the  survey  was  online  and  the  respondents  were  anonymous,  it  was  decided  to   make  the  survey  as  simple  as  possible.  The  survey  had  23  questions  and  was  divided   into   four   pages   (see   appendix   1).   Breaking   the   survey   into   smaller   portions   made   the   survey   easier   to   complete:   having   all   the   questions   on   a   single   page   may   have   seemed   daunting   to   respondents.   Where   possible,   all   questions   were   check-­‐box   responses.  Out  of  23  questions,  respondents  had  to  type  answers  to  4  questions.  The   remaining  19  questions  were  check-­‐box  questions.       Teacher  Information     Page  1  of  the  survey  collected  information  about  teachers  who  have  used  Minecraft   in   the   classroom.   Respondents   were   asked   about   their   teaching   experience   (in   years)  and  subject  areas  they  teach.  This  data  is  useful  to  determine  the  amount  of   experience   teachers   have   in   relation   to   how   well   Minecraft   is   used   in   the   classroom.   Subject  area  was  chosen  to  help  identify  how  Minecraft  was  used  as  a  teaching  tool.       Finally,  respondents  were  asked  whether  they  had  used  Minecraft  in  a  collaborative   way   (cross   classroom,   cross   subject,   cross   school).   These   questions   were   designed   to   indicate   if   teachers   were   using   Minecraft   independently   or   had   attempted   to   work  with  other  classes,  teachers  or  schools  on  Minecraft  based  learning  projects.     Class  Information     Page  2  of  the  survey  was  aimed  at  obtaining  class  demographics.  The  first  question   asked   about   how   many   Minecraft   projects   the   teacher   had   completed   which   was   important  to  show  whether  the  respondents  were  new  to  using  Minecraft  or  if  they   were  highly  experienced  at  designing  and  running  Minecraft  based  projects.     The   following   two   questions   were   about   learners’   ages   and   group   sizes.   One   of   Minecraft’s  strengths  is  its  potential  as  a  collaborative  learning  tool  (Walker  2012).   To   test   this   idea   it   was   important   to   see   whether   Minecraft   was   being   used   with   small   or   large   groups.   Age   also   becomes   a   factor   for   questions   later   in   the   survey   (particularly  with  regard  to  self-­‐directed  and  autonomous  learning).     Lastly,   respondents   were   asked   how   long   Minecraft   projects   take   and   how   often   projects  are  completed.  These  questions  were  included  to  get  a  picture  of  how  many   projects  learners  were  able  to  participate  in.     Statements     The   most   important   part   of   the   survey   was   Page   3.   Respondents   were   asked   their   opinions   regarding   how   well   learners   participate   in   Minecraft   projects.   The   first   seven  questions  were  5-­‐point  scale  attitudinal  statements.  The  questions  specifically   focused  on  learners’  performance  and  attitude.  The  results  are  intended  to  indicate   Minecraft’s   value   as   a   teaching   tool   –   particularly   in   the   areas   of   learner   participation,  motivation  and  independent  working  skills.       The   following   four   questions   were   more   general   questions   designed   to   supply   preliminary   data   beyond   the   classroom.   The   questions   elicited   teacher’s   opinions   regarding   their   school   and   parents’   attitudes   towards   Minecraft   in   the   classroom.   These   questions   were   included   to   get   a   more   rounded   perspective   by   gauging   whether   parents   and   school   administrators   also   supported   computer   games   as   a   learning  tool.       The   last   two   questions   asked   for   a   global   opinion   about   Minecraft   –   had   projects   been  successful,  and  is  Minecraft  an  effective  teaching  tool.  The  purpose  was  just  to   get  a  holistic  judgement  on  Minecraft’s  usefulness  in  the  classroom.       Final  Thoughts     Page   4   was   the   final   page   of   the   survey.   It   included   a   single   comment   box   for   additional   information   that   respondents   wished   to   contribute.   Like   all   other   questions,  the  final  comments  section  was  optional.  This  was  included  to  allow  for   considerations   that   respondents   may   have   felt   were   important   but   weren’t   otherwise  mentioned  in  the  survey’s  parameters.       After   completing   page   4,   respondents   were   directed   to   an   exit   page   that   thanked   them  for  their  contribution.  A  “Thank  You”  page  makes  respondents  happy  to  have   spent  the  time  to  complete  a  survey.  Respondents  were  also  notified  that  the  survey   results  would  be  shared  in  the  Minecraft  teachers’  forum.       To   complete   this   survey,   the   data   was   downloaded   into   a   Microsoft   Excel   spread   sheet.   The   spreadsheet   was   forwarded   to   the   author’s   lecturer   who   prepared   an   SPSS   output   file   containing   analysis   of   the   data.   The   lecturer   returned   that   output   file  to  the  author  who  analysed  the  information.     Results     Since   the   author   is   a   teacher   and   avid   Minecraft   player,   the   overall   results   of   the   survey   were   mostly   within   expected   ranges.   Some   results   were   more   significant   than  predicted  and  other  results,  particularly  subject  areas,  were  more  varied  than   expected.   Most   results   supported   the   author’s   initial   theories   about   Minecraft   as   a   learning  tool.       The   most   noticeable   observation   is   that   the   data   regarding   Minecraft   in   the   classroom  is  very  positive.  Most  respondents  indicated  that  Minecraft  had  been  very   successful   as   a   teaching   tool   and   that   learners   showed   high   levels   of   motivation   and   participation  –  which  suggests  improved  learning.     For   this   paper,   the   discussion   will   focus   on   the   results   of   survey   page   3,   the   attitude   statements   about   Minecraft,   since   those   results   are   the   most   significant   and   also   most  relevant  to  future  research.     Figure  1  –  This  figure  shows  the  number  of  teaching  years  experience   20   18   16   14   12   10   8   6   4   2   0   1   2   3   4   5   6   7   8   9   10   11   12   13   14   15   16     The  results  shown  in  Figure  1  represent  teaching  experience  (in  years).  The  mean  of   9.44   is   higher   than   anticipated.   If   teachers   are   approximately   22   years   old   when   beginning   their   teaching   career,   it’s   possible   that   teachers   using   Minecraft   in   the   classroom   are   in   their   30s.   This   corroborates   the   belief   that   teachers   who   were   computer  game  players  in  their  youth  are  now  in  a  position  to  use  computer  games   as   teaching   tools   (mindshift.kqed.org   2011).   Further,   the   first   “gamers”   started   to   emerge  in  the  1980s,  meaning  that  the  computer  gaming’s  ‘early  adopters’  would  be   in  their  30s  and  40s  now  (Bartle  1985).     Teaching   experience   is   an   important   variable   considering   experienced   teachers   would   be   in   a   position   to   use   their   knowledge   more   effectively   in   the   classroom.   Experienced  teachers  can  ensure  better  learning  outcomes  for  learners  and  improve   the  quality  of  the  lessons.       Figure  2  -­‐  This  figure  shows  the  subjects  taught  using  Minecraft   History   3   Geography   3   Science   2   IT   4   Math   3     Figure  2  shows  the  five  most  common  subject  areas,  based  on  survey  responses,  in   which  Minecraft  is  being  used.  Not  surprisingly,  Minecraft  is  often  used  in  IT  classes,   history  and  geography  classes.  Since  Minecraft  is  a  construction  game  (utilising  the   mining  of  ores  and  other  materials  as  a  part  of  the  construction  process),  geography   is  a  subject  with   which   Minecraft   has   a   natural   relationship.   The   same   can   be   said   for  history,  since  learners  would  be  able  to  build  (replicate)  historical  places  such  as   the  Pyramids  of  Giza  or  the  Colosseum  in  Ancient  Rome.         More   interestingly   is   the   emergence   of   science   and   math   as   subject   areas   where   Minecraft   can   be   used.   Math   has   a   few   potential   uses   in   Minecraft.   During   construction  of  large-­‐scale  projects,  learners  might  need  to  calculate  the  number  of   blocks   required   to   complete   the   project.   Angles   and   distances   can   be   calculated   too,   along  with  speed,  weight  and  trajectory  (projectiles).     Minecraft   has   basic   physics   and   electronics,   which   is   where   science   may   be   most   relevant,   however   the   application   of   science   in   Minecraft   is   an   area   that   requires   further  research.     Table  1  –  This  table  shows  other  subjects  mentioned     Digital   Christian   Engineer-­‐ Social   Team   Media   Studies   ing   Studies   Building   Digital   After   Citizenship   school   program     Numerous   other   subjects   were   mentioned   in   the   survey.   Social   Studies   and   engineering   relate   to   history,   geography   and   science.   Digital   media   and   digital   citizenship   relate   to   IT.   The   most   surprising   answer   was   ‘Christian   Studies’.   While   it’s   not   clear   to   the   author   how   Minecraft   can   be   used   to   teach   Christian   Studies,   perhaps   learners   build   replicas   of   famous   Christian   places   such   as   churches   and   statues.  However,  this  is  an  example  of  the  diverse  applications  that  Minecraft  can   have  in  a  classroom.     The   following   Figures   (3   to   9)   are   from   page   2   of   the   survey.   Each   represents   the   results  of  attitude  statements  (5  point  scale).       Figure  3  -­‐  This  figure  shows  the  results  of  the  statement  “Learners  have  fun  and  enjoy  the  learning   process”.   Strongly   Disagree   6%   Agree   12%   Strongly   Agree   82%     From   Figure   3   it’s   clear   that   learners   enjoy   using   computer   games   and   playing   Minecraft   in   the   classroom.   Overall   94%   agreed   with   the   statement   that   strongly   suggests   that   computer   games   are   an   effective   tool   for   engaging   learners   in   the   classroom:  enjoyment  improves  motivation,  which  in  turn  improves  learning.       Figure  4  -­‐  This  figure  shows  the  results  of  the  statement  “Learners  display  good  collaboration  and  group   skills”.   Unsure   6%   Agree   35%   Strongly   Disagree   6%   Strongly   Agree   53%     In  Figure  4,  a  strong  emphasis  on  agreement  (88%)  suggests  that  learners  are  able   to   show   collaboration   skills   in   a   virtual   environment.   Learners   develop   collaboration  skills  in  the  classroom  and  it  seems  that  they  are  able  to  transfer  those   skills  to  online  worlds.  For  the  author’s  research,  this  is  an  important  consideration.       Figure  5  -­‐  This  figure  shows  the  results  of  the  statement  “Learners  display  self-­‐directed  learning  skills”.   Strongly   Disagree   6%   Disagree   12%   Strongly   Agree   35%   Unsure   6%   Agree   41%     Figure   5   shows   strong   agreement   (76%)   that   learners   have   self-­‐directed   learning   skills.   Again,   returning   to   the   notion   that   computer   games   are   a   motivational   tool,   it’s   possible   that   learners   are   able   to   take   more   responsibility   for   their   learning,   choosing   which   paths   they   want   to   take.   Disagreement   (18%)   could   be   accounted   for   if   we   consider   that   5   of   the   respondents   work   with   ages   under   10.     Younger   leaners  may  have  more  difficulty  with  self-­‐directed  learning.     Figure  6  -­‐  This  figure  shows  the  results  of  the  statement  “Learners  display  autonomous/independent   learning  skills”.   Strongly   Disagree   6%   Disagree   6%   Unsure   12%   Strongly   Agree   47%   Agree   29%     Figure  6  shows  a  similar  pattern  to  Figure  5,  due  to  the  similarity  of  the  questions.   Agreement   (76%)   is   the   same   as   Figure   5,   however   disagreement   (12%)   is   lower.   While   not   significant,   it   seems   that   more   learners   are   able   to   work   independently,   despite  not  being  able  to  direct  their  own  learning.  While  the  6%  difference  didn’t   transfer   to   agreement   (the   6%   difference   is   in   ‘unsure’)   learners   may   have   been   working  independently  without  being  observed  by  the  teacher.     Figure  7  -­‐  This  figure  shows  the  results  of  the  statement  “Learners  are  more  motivated  and  participate   more”.   Strongly   Disagree   6%   Agree   23%   Strongly   Agree   71%     Figure  7  shows  an  important  outcome  for  this  study  –  94%  of  respondents  agreed   that  learners  are  more  motivated  and  have  higher  participation.  Motivation  is  a  key   aspect   of   effective   learning,   as   is   willingness   to   participate.   This   data   shows   promising   results   for   future   research   regarding   how   much   computer   games   can   increase  motivation  and  participation.     Figure  8  -­‐  This  figure  shows  the  results  of  the  statement  “Learners  have  a  higher  'completion'  rate  for   classwork”.   Strongly   Disagree   Disagree   6%   6%   Strongly   Agree   41%   Agree   47%     Figure   8   clearly   indicates   that   learners   are   very   likely   (88%)   to   complete   classwork   and   tasks   set   by   the   teacher   if   they   are   related   to   computer   games.   Again,   this   relates   back   to   motivation   –   if   learners   are   motivated,   they’re   more   likely   to   complete  tasks.     Figure  9  -­‐  This  figure  shows  the  results  of  the  statement  “Learners  have  a  higher  'completion'  rate  for   homework”.   Strongly   Disagree   12%   Disagree   6%   Unsure   29%   Strongly   Agree   24%   Agree   29%     Figure   9   shows   how   learners   completed   homework   tasks.   53%   of   respondents   agreed  that  learners  were  more  likely  to  complete  homework  tasks  that  related  to   Minecraft.  18%  disagreed  suggesting  that  if  homework  tasks  were  not  game  based   (for  example,  the  teacher  asked  students  to  write  a  diary,  or  explain  some  element   of   their   Minecraft   construction)   then   perhaps   students   were   less   motivated   to   complete   homework.   This   figure   may   become   important   later,   in   which   case   more   research   will   be   required.   29%   of   respondents   were   ‘unsure’,   possibly   due   to   no   homework  being  given  for  Minecraft  projects.       Figure  10  -­‐  This  figure  shows  the  results  of  the  statement  “Minecraft  projects  have  been  generally   successful”.         Figure  11  -­‐  This  figure  shows  the  results  of  the  statement  “I  believe  that  Minecraft  is  an  effective  and   useful  classroom  teaching  tool”.       In  Figures  10  and  11  respondents  were  asked  for  a  global  opinion  about  the  success   of  Minecraft  projects  they’ve  undertaken.  The  results  strongly  suggest  educators  feel   that  Minecraft  is  a  useful  teaching  tool  and  can  be  a  success  in  the  classroom.  15  of   the   17   respondents   felt   very   strongly   that   introducing   this   computer   game   was   a   successful  teaching  strategy.       Final  Thoughts     In   the   page   of   the   survey,   respondents   were   given   an   opportunity   to   add   their   thoughts  or  further  information  to  the  study.       Table  2  –  This  table  shows  the  open  response  feedback     #   Response   1   Although   the   learners   are   highly   motivated   to   play,   the   teacher   needs   to   be   quite   strong   with   classroom   management.   If   behaviour   becomes   chaotic,   the   quality   of   learning   isn't   so   good.   If   learners   are   used   to   working   calmly,   listening  to  instructions,  stopping  to  answer  questions,  etc.  it   is  much  better.   2   Parents   may   not   (think   Minecraft   works),   but   it   does.   From   learning  engineering,  with  types  of  gates,  to  simple  buildings   in  freetime  (sic)  to  express  creativity.   3   I  generally  don't  use  MinecraftEdu  for  big  projects  (I  do  every   few  months  when  it  suits)  however  I  do  use  more  often  it  to   model  concepts  to  learners  in  an  interactive  virtual  world     From  the  open  response  section,  7  out  of  17  respondents  chose  to  give  an  opinion.   Three   responses   provided   information   that   is   potentially   useful   for   further   investigation.       Response   1   (see   Table   2)   noted   that  learners   showed   good   motivation,   but   required   strict   behaviour   management   from   the   teacher.   This   response   suggests   that   while   learners  are  able  to  work  autonomously,  teachers  may  need  to  provide  ‘training’  to   learners   (especially   younger   learners)   to   help   guide   them.   It’s   possible   that   when   computer  games  such  as  Minecraft  fail  as  a  teaching  tool  it  could  be  due  to  lack  of   preparation  and  activity  scaffolding  by  the  teacher  –  lack  of  structure  may  result  in   lack  of  quality  outcomes.  This  also  relates  to  teacher  experience.     Response   2   provides   a   potential   answer   to   MIT’s   question   regarding   whether   creativity   in   the   classroom   is   the   exception   or   the   rule   (Klopfer   2009).   While   the   respondent   states   that   learners   learn   useful   concepts   such   as   engineering,   during   free  play  learners  are  able  to  show  creativity.  This  is  not  a  definitive  answer  by  any   means,  but  does  suggest  further  research  could  determine  whether  computer  games   are  a  vehicle  for  creativity.   Discussion     Survey  Results     It   was   hoped   that,   as   a   result   of   this   survey,   a   clear   picture   would   be   presented   regarding   Minecraft’s   usefulness   as   a   teaching   tool.   The   attitudinal   statements   were   the   most   important   markers   to   answer   the   question   ‘Is  Minecraft  a  useful  teaching   tool?’       The   reality   is   that   the   number   of   respondents   was   too   small   to   show   any   significant   patterns   or   trends.   While   the   data   is   very   positive,   there’s   simply   not   enough   information   to   justify   strong   conclusions.   However,   the   data   does   speculative   confirmation  of  Minecraft’s  value  in  education.     Limitations     Numerous   limitations   affected   this   survey.   One   consideration   is   that   the   survey   was   delivered   online.   In   this   way,   not   all   potential   respondents   would   have   learned   about   the   survey   and   been   able   to   participate.   Reaching   the   target   audience   is   harder  with  surveys  delivered  electronically.       With  17  respondents  out  of  a  community  of  50  teachers,  the  return  rate  was  higher   than   expected.   Teachers   who   use   Minecraft   in   the   classroom   are   an   extremely   niche   group   (for   now)   and   the   numbers   are   so   small   that   significant   results   cannot   be   achieved.     Learning  Experiences     This   was   the   author’s   first   survey.   Overall,   it   was   an   enjoyable   and   challenging   experience.   Numerous   things   were   learned   during   the   process   of   creating   and   writing  up  this  survey.     For   future   surveys   more   care   needs   to   be   taken   with   writing   questions.   Attitude   questions   about   ‘self-­‐directed’   learning   and   ‘autonomous’   learning   may   have   confused  respondents  and  were  too  similar.  Language  use  and  phrasing  of  questions   should  be  more  clear  and  concise.     During  the  data  review  process,  it  became  apparent  that  some  of  the  questions  were   not   useful.   The   three   questions   relating   to   collaboration   in   survey   page   1   didn’t   provide   any   useful   data   and   could   have   been   omitted.   Making   the   survey   shorter   and  more  directly  focused  on  the  main  purpose  (learner  motivation  and  outcomes)   would  have  yielded  better  results.     On  page  3  of  the  survey,  four  attitudinal  questions  required  respondents  to  click  a   spectrum  that  ranged  from  ‘strongly  agree’  to  ‘strongly  disagree’  (a  100-­‐point  scale).   The   spectrum   was   confusing   and   yielded   too   “varied”   responses.   For   future   surveys   it’s  better  to  stick  to  a  5-­‐point  scale  attitudinal  statement  where  the  responses  are   simpler  and  can  be  better  controlled.     It   was   a   good   decision   to   use   www.psychsurveys.org,   and   the   way   the   survey   was   promoted  (Google  groups,  reddit.com  and  twitter.com)  was  very  successful.  Online   surveys  are  difficult  to  conduct  because  it’s  hard  to  ensure  participation.       Finally  the  author  realised  his  strength  does  not  lay  in  statistical  analysis  and  data   comparison.   It   is   inevitable   that   more   surveys   will   be   needed   during   upcoming   research  and  dissertation  studies.  So  it’s  essential  for  surveys  to  be  kept  short  and   simple,  focusing  on  accumulating  data  with  less  emphasis  on  crosstab  analysis.     Conclusion     Is  Minecraft  a  useful  teaching  tool?     Based   on   the   data   collected   in   this   survey,   the   answer   is   yes.   While   the   survey   is   only  a  pilot  study,  the  results  are  promising  enough  to  warrant  further  research  into   Minecraft  and  other  computer  games  as  learning  tools.       The   main   conclusions   that   can   be   drawn   from   this   survey   are   that   teachers   who   use   Minecraft   in   the   classroom   are   experienced   educators   who   are   able   to   deliver   quality   learning   via   computer   games.   As   a   result,   learners   are   enjoying   the   opportunity   to   play   games,   as   well   as   showing   improved   self-­‐directed   and   autonomous   learning   skills.   It’s   a   safe   assumption   that   computer   games   increase   learners’   motivation   and   participation,   potentially   increasing   learning   outcomes.   While   this   is   not   a   provable   correlation,   it’s   something   that   will   be   the   focus   of   further  research  in  the  future.     It’s  the  author’s  opinion  that  the  pilot  survey  was  successful.  The  survey  execution   and  quality  of  the  resulting  data  is  satisfactory  and  yields  promising  results  that  can   be  expanded  upon  later  –  via  research  and  more  specific  surveys.     Further  Directions     The   data   found   in   the   pilot   survey   is   enough   to   determine   that   Minecraft   has   the   potential   to   be   a   useful   in-­‐class   learning   tool.   A   follow-­‐up   interview   will   be   conducted   with   Joel   Levin,   creator   of   MinecraftEDU   to   obtain   qualitative   information  about  Minecraft’s  effect  on  classroom  learning.       The  proposed  research  question  for  the  author’s  dissertation  is:     How   can   elements   of   gamification   be   used   in   informal   settings   to   promote  effective  autonomous  learners?     Considering  this,  further  research  will  be  done  to  determine  how  Minecraft  can  be   used  as  a  learning  tool  beyond  the  classroom.  The  likely  approach  will  be  to  work   with  classroom  teachers  to  create  a  cohort,  with  whom  a  teaching  experiment  will   be   devised   as   a   homework   or   extra-­‐curricular   task.   The   intended   outcome   is   to   gauge  learner  motivation  and  participation  beyond  the  classroom.       Minecraft’s  usefulness  in  the  classroom  is  only  limited  by  the  teacher’s  imagination.   Learners  are  able  to  undertake  incredibly  various  projects.  They  can  build  pyramids,   create   electronic   circuits,   study   the   layers   of   the   Earth,   compete   against   others   in   construction   challenges,   design   new   buildings   based   on   architectural   styles,   or   create   pixel   art   just   for   fun.   Quality   educational   outcomes   are   bound   to   improve   thanks  to  increased  motivation  and  participation  levels.     Klopfer   (2009),   MIT’s   white   paper   “Moving   Learning   Games   Forward”,   states   that   multiplayer   games   promote   communication,   collaboration   and   problem-­‐solving   skills.       …   talented   teachers   have   long   known   that   non-­‐academic   texts   from   novels   to   theatre   to   film   all   have   a   role   in   sparking   interest   and   curiosity   in   students,   as   have   informal   experiences   such   as   museum   visits  and  competitive  challenges  such  as  science  fairs.  (Klopfer  2009)     ‘Need   to   learn’   does   not   represent   ‘desire   to   learn’   and   games   are   a   way   in   which   players   can   be   engaged   in   learning.   More   specifically,   teachers   can   ‘leverage   the   learning’  by  using  games  (Klopfer  2009).     Learners   have   always   played   games   at   school.   Computer   games   are   a   modern   day   version   of   classroom   games   and   add   another   weapon   to   a   teacher’s   arsenal   of   educational   tools.   Most   importantly,   learners   have   the   ability   to   take   computer   games   and   learning   beyond   the   classroom   –   technology   empowers   students   to   finally  take  ownership  of  their  own  education.       References     Bartle,  R.  (1985).  "Hearts,  Clubs,  Diamonds,  Spades:  Players  who  suit  MUDs."  from   http://www.mud.co.uk/richard/hcds.htm.       gamification.org  (2012).  from  http://www.gamification.org.       Klopfer,  E.,  Osterweil,  S.,  and  Salen,  K  (2009).  Moving  Learning  Games  Forward.   Educational  Arcade.  Massachusetts,  United  States  of  America,  Massachusetts   Institute  of  Technology:  58.       McGonigal  (2010).  Gaming  Can  Make  a  Better  World.  TEd.       mindshift.kqed.org  (2011).  "Legos  for  the  Digital  Age:  Students  Build  Imaginary   Worlds."  from  http://blogs.kqed.org/mindshift/2011/03/legos-­‐for-­‐the-­‐digital-­‐age-­‐ students-­‐build-­‐imaginary-­‐worlds/.       Minecraft.net  (2012).  "Minecraft."  Retrieved  September,  2011,  2011,  from   http://www.minecraft.net.       Walker,  E.  (2012).  Exploring  the  Ancient,  Virtual  World:  Engagement  and   Enrichment  Within  a  Virutal  Historical  Learning  Environment.       wikipedia.org  (2012).  "Minecraft."  Retrieved  September,  2012,  2012,  from   http://en.wikipedia.org/wiki/Minecraft.       Zynga  (2012).  from  http://www.zynga.com.         Appendices     Appendix  1  –  Survey  (pdf  file)     Appendix  2  –  Survey  Code  Book  (doc  file)     Appendix  3  –  SPSS  output  data  (pdf  file)             Appendix 1 Survey Surveys Help Resources TContactT Contribute Preliminary Survey Minecm? Teachers (minerrameachem Condition: default My Surveys Editor Prevrew Particrpants Data To edit this survey page. click the Editor tab, To change the condition you are previewing. select a condition from the pull down list on the upper right of the screen, Preliminary Survey - Minecraft Teachers Teacher lnfonnation This is a preliminary survey forteachers who have experience using Minecraft in the classroom and as a teaching tool. The purpose of this survey is to provide data regarding how Minecraft is currently being used in the classroom. The outcomes will help shape further research and study regarding Minecra??s educational bene?ts. All questions are optional and all data supplied for this survey is completely anonymous. The results of the survey will be shared with the Minecraft Teachers group and will be used in at a report for my Masters in Education course. This survey will take less than 5 minutes to completed Thank you for taking the time to ?ll out this survey David Smeaton 1: How many years have you been teaching? 2: What is your major teaching area? (IT, math, geography, etc) What subjects have you taught using Minecraft (eg. Math, history, geography)? Subjects Taught 3: Subject 4: Subject 5: Subject 6: Subject 7: Subject You No 8: Have you collaborated with otherteachers (cross- . classroom) using Minecratt? Yes No 9: Have you collaborated with otherteachers (cross- . subject) using Minecraft? Yes No 10: Have you collaborated with other teachers (cross- 0 0 school) using Minecratt? CONTINUE TO NEXT PAGE Surveys Help Resources TContactT Contribute Preliminary Survey Minecraft Teachers (minerameachem Condition: default My Surveys Editor Prevrew Participants Data To edit this survey page. click the Editor tab, To change the condition you are previewing. select a condition from the pull down list on the upper right of the screen. Preliminary Survey - Minecraft Teachers Survey Pr?9r9535 Statements During Minecraft-based projects: Strongly Agree Agree Unsure Disagree Strongly Disagree 1: Students have fun and enjoy the Ieaming process 7 7 7 7 2: Students display good collaboration and group skills - 3: Students display self-directed Ieaming skills 4: Students display autonomous?ndependent Ieaming skills 5: Students are more motivated and participate more 8: Students have a higher "completion" rate for class .I work 7' - - 7: Students have a higher "completion" rate for homework the classroom. Strongly Agree (Click anywhere on the spectrum) Strongly Disagree 9: Parents are supportive of students using Minecraft in the classroom. Strongly Agree (Click anywhere on the spectrum) Strongly Disagree 10: Minecraft projects have been generally successful. Strongly Agree (Click anywhere on the spectrum) Strongly Disagree 11: I believe that Minecraft is an e?ective and useful classroom teaching tool Strongly Agree (Click anywhere on the spectrum) Strongly Disagree CONTINUE TO NEXT PAGE Surveys Help ResourcesTContactT Contribute Preliminary Survey Minecraft Teachers Vo? (minecra?teachersCondition: default My Surveys Editor Prevrew Data To edit this survey page. click the Editor tab, To change the condition you are previewing. select a condition from the pull down list on the upper right of the screen, Preliminary Survey - Minecraft Teachers Survey ngrew Class Information 1: How many Minecraft based projects have you done with students? Under10 10b12 13b15 160rolder 2: What age group do you work with most? 0 Leathmw 10b15 15b20 Morethenzo 3: How many students are there per class/project (on . average)? 0 EveryMornh Everyzeuonths Everyl-BMonthe Qtoeayear 4: How olten do you do Minecraft projects? 0 AWeek 2 Week: 3 Weeks A Month (or longer) 5: How long do projects take to complete? 0 CONTINUE TO NEXT PAGE Surveys Help ResourcesTContactT Contribute? surveys Preliminary Survey - Minecraft Teachers minecra?teachers) My Surveys Editor Preview Participants Invitations Data condmon: dam" To edit this survey page. click the Editor tab, To change the condition you are previewing. select a condition from the pull down list on the upper right of the screen, Preliminary Survey - Minecraft Teachers Survey Progress: a Final Thoughts 1: Are there any other thoughts or ideas you would like to contribute to this survey? CONTINUE TO NEXT PAGE Appendix  2  -­‐  Codebook     *Note:  question  numbers  correspond  with  SPSS  output  numbers,  not  with  question   numbers  shown  in  the  online  survey.     Page  1     Question   Response  Code   1.  How  many  years  have  you   Numerical   been  teaching?   2.  What  is  your  major  teaching   Alpha  numerical   area?   3-­‐7  What  subjects  have  you   Alpha  numerical   taught  using  Minecraft?     8.  Have  you  collaborated  with   Yes   No   other  teachers  (cross-­‐classroom)   1   2   using  Minecraft?   9.  Have  you  collaborated  with   Yes   No   other  teachers  (cross-­‐subject)   1   2   using  Minecraft?   10.  Have  you  collaborated  with   Yes   No   other  teachers  (cross-­‐school)   1   2   using  Minecraft?     Page  2     11.  How  many  Minecraft  based   Numerical   projects  have  you  done  with   students?     12.  What  age  group  do  you  work   Under  10   10  to  12   13  to  15   16  or   with  most?   older   1   2   3   4   13.  How  many  students  are  there   Less  than   10  to  15   15  to  20   More  than   per  class/project  (on  average)?   10   20   1   2   3   4   14.  How  often  do  you  do   Every   Every  2   Every  4  –  6   Once  a   Minecraft  projects?   month   -­‐  3   months   year   months   1   2   3   4   15.  How  long  do  projects  take  to   A  week   2  Weeks   3  Weeks   A  month   complete?   (or   longer)   1   2   3   4   Page  3     16.    Students  have  fun  and  enjoy   Strongly   Agree   Unsure   Disagree   Strongly   the  learning  process.   Agree   Disagree   17.  Students  display  good             collaboration  and  group  skills.   1   2   3   4   5   18.  Students  display  self-­‐directed   learning  skills.   19.  Students  display  autonomous   /  independent  learning  skills.   20.  Students  are  more  motivated   and  participate  more.   21.  Students  have  a  higher   “completion”  rate  for  class  work.   22.  Students  have  a  higher   “completion”  rate  for  homework.     23.  My  school  is  supportive  of   Spectrum  Response   students  using  Minecraft  in  the   (Response  range  is  1  to  100)   classroom.   24.  Parents  are  supportive  of   Strongly  Agree   Strongly  Disagree   students  using  Minecraft  in  the   classroom.   25.  Minecraft  projects  have  been       generally  successful.   1   100   26.  I  believe  that  Minecraft  is  an   effective  and  useful  classroom   teaching  tool.     Page  4     27.  Are  there  any  other  thoughts   Alpha  Numerical   or  ideas  you  would  like  to   contribute  to  this  survey?           Appendix  3  -­‐  SPSS  output  data       Due  to  its  size,  this  file  is  stored  as  a  separate  PDF.