Abstract
The Grau and Whitebread (2012) model provides a means for coding instances of social regulation within group activities. While it has been used to examine collaborative interactions in science classrooms, this entry seeks to hypothesize its applicability in a virtual gaming environment. In the multiplayer sandbox game, “Minecraft,” this model identifies the areas of opportunity and tension in its application with a cooperative gaming context through an exploratory coding of regulatory planning in two joint activities. It is a useful tool for exploring and understanding the processes and behaviors that occur within collaboration, which are becoming an increasingly important area of focus for educational systems throughout the world.
References
Aluru K, Tellex S, Oberlin J, MacGlashan J (2015) Minecraft as an experimental World for AI in robotics. AAAI 2015 fall symposium. Association for the Advancement of Artificial Intelligence, Arlington, VA Retrieved from http://www.aaai.org/ocs/index.php/FSS/FSS15/paper/download/11725/11518
Ash2X (2007) Why is camping in FPS games so bad?? Gamespot discussion gorum. https://www.gamespot.com/forums/games-discussion-1000000/why-is-camping-in-fps-games-so-bad-25666196/#forums
Bajan Canadian (2014) Minecraft: NEW! Capture The Flag w/Mitch & Friends [Video file]. Retrieved from https://www.youtube.com/watch?v=DAchkHn3gqw
Chen M (2012) Leet noobs: the life and death of an expert player group in World of Warcraft. Peter Lang, New York
Filsecker M, Kerres M (2014) Engagement as a volitional construct: a framework for evidence-based research on educational games. Simul Gaming 45(5):450–470. https://doi.org/10.1177/1046878114553569
Foerster K (2017) Teaching spatial geometry in a virtual world: Using minecraft in mathematics in grade 5/6. In: 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, New York City, pp. 1411–1418
Gamer Chad (2018) Minecraft/team build battle/Spongebob Bikini bottom/Gamer Chad Plays (Snapshot 1.8 Mini-Game!) [Video file]. Retrieved from https://www.youtube.com/watch?v=pppW2bRqJZE
Garcia Martinez, S (2014) Using commercial games to support teaching in higher education. Concordia University, Quebec
Grau V, Whitebread K (2012) Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction 22(6):401–412
Griffin P, Care E (2014) Assessment and teaching of 21st century skills: methods and approach. Springer, Berlin
Hancl M (2012) Lego WeDo airplane controls Minecraft TNT (Computercraft) [Video file]. Retrieved from https://www.youtube.com/watch?v=quItrIPsd7s
Hadwin A, Järvelä S, Miller M (2011) Self-regulated, co-regulated, and socially shared regulation of learning. In: Handbook of self-regulation of learning and performance, vol 30. Routledge, Taylor & Francis Group, New York, pp 65–84
Hanewald R, Gesthuizen R (2009) Sustainability in online communities of practice: the case study of a group of secondary school educators in Victoria. Aust J Teach Educ 34(5):26–42
Jin D (2010) Korea’s online gaming empire. MIT Press, Cambridge
Kuhl J (1987) Action control: the maintenance of motivational states. In: Motivation, intention, and volition. Springer, Berlin, pp 279–291
Lay A, Kamisah O (2017) Developing 21st century skills through a constructivist-constructionist learning environment. K-12 STEM. Education 3(2):205–216. https://doi.org/10.14456/k12stemed.2017.6
Petrov A (2014) Using Minecraft in education: A Qualitative study on benefits and challenges of game-based education. University of Toronto, Toronto
Saito D, Takebayashi A, Yamaura (2014) Minecraft-based preparatory training for software development project. In: Proceedings of IEEE International Professional Communication Conference (IPCC), pp 1–9
Thompson C (2016) The minecraft generation. New York Times. Retrieved from https://www.nytimes.com/2016/04/17/magazine/the-minecraft-generation.html
Uz C, Cagiltay K (2015) Social interactions and games. Digital Educ Rev 27:1–12
Vauras M, Iiskala T, Kajamies A, Kinnunen R, Lehtinen E (2003) Shared-regulation and motivation of collaborating peers: a case analysis. Psychologia 46(1):19–37
Volet S, Summers M, Thurman J (2009) High-level co-regulation in collaborative learning: how does it emerge and how is it sustained? Learn Instr 19(2):128–143
Wagner V (2015) Informatik mit Minecraft [Informatics with Minecraft] [Article] in Projekte für London 2015 [Projects for London 2015]. Retrieved from http://www.science-on-stage.de/images/downloads/Projekt%C3%BCbersicht_Deutsche_Delegation_London_2015.pdf
West D, Bleiberg J (2013) Education technology success stories. The Brookings Institution, Washington DC
Whitebread D, Coltman P, Pasternak D, Sangster C, Grau V, Bingham S, Demetriou D (2009) The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacogn Learn 4(1):63–85
Zolyomi A, Schmalz M (2017) Mining for social skills: minecraft in home and therapy for neurodiverse youth. In: Proceedings of the 50th Hawaii international conference on system sciences
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this entry
Cite this entry
Harrison, M., Gesthuizen, R. (2019). Shared Regulatory Planning in Minecraft. In: Tatnall, A. (eds) Encyclopedia of Education and Information Technologies. Springer, Cham. https://doi.org/10.1007/978-3-319-60013-0_138-1
Download citation
DOI: https://doi.org/10.1007/978-3-319-60013-0_138-1
Received:
Accepted:
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-60013-0
Online ISBN: 978-3-319-60013-0
eBook Packages: Springer Reference Computer SciencesReference Module Computer Science and Engineering