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|Title:||Developing a Model of Collaborative Learning with Minecraft for Social Studies Classrooms Using Role-play Theory and Practice|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Mørch, A., Mifsud, L., & Eie, S. (2019). Developing a Model of Collaborative Learning with Minecraft for Social Studies Classrooms Using Role-play Theory and Practice. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 272-279). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||Minecraft is a multi-user block-building game and 3D virtual world for creating visual structures. We report on two three-week collaborative teaching experiences in a teacher education program in social studies where we experimented with different ways of intertwining block building and role-playing in Minecraft. We created a model for integrating collaborative learning and virtual worlds in social studies classrooms, referred to as collaborative knowledge adaptation. The model consists of three levels: 1) introduction (teacher introducing topic for learning), 2) reconstruction (building in Minecraft and creating a script for role-play), and 3) transformation (acting out role-play and producing a video). Data were collected through interviews, an open-ended questionnaire, and product (video) analysis. We focus our analysis on generic skills interwoven with domain-specific skills and three levels of intersubjectivity toward a shared knowledge object.|
|Appears in Collections:||CSCL 2019|
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