Browsing by Author "Vorster, Michael Willem"
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- ItemIntegrating ‘Minecraft’ as a digital game-based tool to support learner engagement in the teaching of coding and robotics in a Grade 7 class(Stellenbosch : Stellenbosch University, 2023-12) Vorster, Michael Willem; Nathanson, Renee R.; Feldman, Jennifer; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: he research study investigates learner engagement during a Grade 7 coding and robotics module at an independent high school in South Africa, focusing on teachers’ and learners’ experiences of Minecraft as a digital game-based tool (DGBT). Using the three types of learner engagement by Fredricks, Blumenfeld, Friedel and Paris (2003) and Kiili's (2005a) Experiential Gaming model as interpretive lenses, the study seeks to investigate how Minecraft Education and the Agent can be integrated to support emotional, cognitive and behavioural learner engagement and promote a positive educational experience. The study is an evaluative case study because it focuses on in-depth description and analysis of Grade 7 teachers’ and learners’ experiences in their social and educational settings to better understand learner engagement during a coding and robotics module in its entirety and its surrounding context. The qualitative study is situated in the interpretive paradigm, which views participants’ subjective experiences as central to the study. The study’s research design constitutes seven lesson observations over a period of eleven weeks. Three focus group discussions were conducted with ten Grade 7 learners and an individual semi-structured interview with the Grade 7 ESTEAM teacher and Innovation Centre assistant. The study concluded that Minecraft Education and the Agent demonstrate the potential to initiate a positive educational experience due to the game-based aspects, which include enjoyment through play, appropriate challenges, and progression. The teacher's role is also considered a vital component in creating a positive educational experience and promoting collaboration and learner engagement within the classroom setting. However, the study found that some learners were overly dependent on the help and support of their teachers and did not fully utilise the assignment sheets and other lesson resources. Learner independence could be considered an important goal to promote learner autonomy and learner engagement, which could help learners complete tasks more confidently and become more independent in their learning journey. Furthermore, providing learners with an overview of the module from the start could support learner engagement by helping learners to set clear educational goals and gain a deeper understanding of the purpose of the Agent Coding Module.