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That cute creeper just blew up my house: Lessons in resilience in minecraft games

Balnaves, K. (2020) That cute creeper just blew up my house: Lessons in resilience in minecraft games. In: 15th European Conference on Game Based Learning (ECGBL) 2021, 24 - 25 September 2020, Brighton, UK


Understanding children's authentic perspective of their participation and learning in games is integral to understanding how the learning is occurring. The aim of this paper is to uncover the children's reflections on how they have participated in and developed their strategies for developing resilience within a game built in the sandbox world of Minecraft on a Java server. Children in this study were 12-14 years old and participating in an after-school club. The school club takes place at an International Baccalaureate middle school where the children are encouraged to reflect using the Learner Profile Attributes. Across the IB continuum of programmes, the Learner Profile explains the ten attributes, consisting of both academic and social-emotional traits, that students develop through their educational experiences. The development of the Learner Profile attributes is a central goal of an IB education. The Attributes were used to scaffold the discussion around learning and to enable the participants to reflect broadly about the way in which they had participated in the games. All children in the club had a common language for reflection, which they also used in school activities. Through this common language the researchers were able to expose the learning occurring at the apex of informal gaming literacies and formal education. The results are particularly interesting as the children not only reflected using the International Baccalaureate Middle Years Program Learner Profile Attributes but went on naturally to develop strategies also using these attributes- this was not anticipated by the researchers. Attributes were, after reflection, used by the children to develop ways of improving their gameplay and teamwork and the strategies for building resilience around these aspects. This was done through utilising a range of skills and resources from their informal play networks. This paper gives an overview of how the participants reflected on their development of resilience strategies and informal gaming literacies using the Learner Profile framework from the International Baccalaureate.

Item Type: Conference Paper
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