Integrating ‘Minecraft’ as a digital game-based tool to support learner engagement in the teaching of coding and robotics in a Grade 7 class

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dc.contributor.advisorNathanson, Renee R.en_ZA
dc.contributor.advisorFeldman, Jenniferen_ZA
dc.contributor.authorVorster, Michael Willemen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date.accessioned2023-11-18T09:36:34Z
dc.date.accessioned2024-01-08T17:53:32Z
dc.date.available2023-11-18T09:36:34Z
dc.date.available2024-01-08T17:53:32Z
dc.date.issued2023-12
dc.descriptionThesis (MEd)--Stellenbosch University, 2023en_ZA
dc.description.abstractENGLISH 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.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die navorsingstudie ondersoek leerderbetrokkenheid tydens 'n graad 7-kodering- en robotika-module by 'n onafhanklike hoërskool in Suid-Afrika, en fokus op onderwysers en leerders se ervarings van Minecraft as 'n digitale speletjie-gebaseerde hulpmiddel. Deur die drie tipes leerderbetrokkenheid deur Fredricks, Blumenfeld, Friedel en Paris (2003) en Kiili (2005a) se Experiential Gaming-model as interpretatiewe lense te gebruik, poog die studie om te ondersoek hoe Minecraft Education en die Agent geïntegreer kan word om emosionele-, kognitiewe- en gedragsleerbetrokkenheid te ondersteun en 'n positiewe opvoedkundige ervaring te bevorder. Die studie is 'n evaluerende gevallestudie vanweë die fokus daarvan op 'n diepgaande beskrywing en ontleding van graad 7-onderwysers en leerders se ervarings in hul sosiale en opvoedkundige omgewing val om 'n dieper begrip van leerderbetrokkenheid tydens 'n kodering- en robotikamodule in sy geheel en sy omringende konteks te verkry. Die kwalitatiewe studie is gesetel in die interpretatiewe paradigma, wat deelnemers se subjektiewe ervarings as sentraal tot die studie beskou. Die studie se navorsingsontwerp bestaan uit sewe leswaarnemings oor 'n tydperk van elf weke. Drie fokusgroepbesprekings met tien graad 7-leerders, en 'n individuele semi-gestruktureerde onderhoud met die graad 7 ESTEAM-onderwyser en Innovasiesentrum-assistent is gevoer. Die studie het tot die gevolgtrekking gekom dat Minecraft Education en die Agent die potensiaal toon om 'n positiewe opvoedkundige ervaring te skep as gevolg van die speletjie-gebaseerde aspekte wat genot deur speel, toepaslike uitdagings en progressie insluit. Die rol van die onderwyser word ook beskou as 'n noodsaaklike komponent in die skep van 'n positiewe opvoedkundige ervaring en die bevordering van samewerking en leerderbetrokkenheid binne die klaskameropset. Die studie het egter bevind dat sommige leerders te afhanklik was van die hulp en ondersteuning van hul onderwysers en nie die opdragblaaie en ander leshulpbronne ten volle benut het nie. Leerder-onafhanklikheid kan as 'n belangrike doelwit beskou word om leerder-outonomie en leerderbetrokkenheid te bevorder, wat leerders kan help om take met meer selfvertroue te voltooi en meer onafhanklik te word in hul leerreis. Verder, om leerders van die begin af 'n oorsig van die module te gee, kan leerderbetrokkenheid ondersteun deur leerders te help om duidelike opvoedkundige doelwitte te stel en 'n dieper begrip van die doel van die Agent-koderingmodule te verkry.af_ZA
dc.description.versionMastersen_ZA
dc.format.extentxii, 133 pages : illustrationsen_ZA
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/128976
dc.language.isoen
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subject.lcshCoding theory Robotics Video-games – Programming Digital games and learning Educational games – Handbooks, manuals, etc. Project method in teaching Educational technology Minecraft (Game) Experiential learning Middle school educationen_ZA
dc.subject.nameUCTD
dc.titleIntegrating ‘Minecraft’ as a digital game-based tool to support learner engagement in the teaching of coding and robotics in a Grade 7 classen_ZA
dc.typeThesisen_ZA
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