Minecraft and Elementary Literacy Learning: The Perspectives and Ideas of Preservice Teachers

Introduction

Literacy is a social, connective practice (Wolfe & Flewitt, 2010). This inherent connectivity has only expanded in response to technological development, such as the advent of Web 2.0 tools, as teachers continue to incorporate technology into their K-12 classrooms at an increasing rate (Alhassan, 2017). In order for teachers to become familiar with the use of technology for teaching and learning, it is helpful for them to experience technology use as preservice teachers (PSTs) during their teacher preparation program. Scholars have provided support regarding the positive outcomes associated with using digital literacies with PSTs (Bonk & Zhang, 2006; Hramiak et al., 2009). In particular, it is important for teacher preparation programs to introduce and model educational approaches to integrating technological tools, as doing so increases the likelihood that PSTs will incorporate technology into their own teaching practices (Larose et al., 2009).

Research has shown that game-based learning (GBL) is a valuable approach to utilizing technology in educational contexts (Clark et al., 2016). While literacy is a content area that has received less scholarly attention with GBL than other disciplines (Wouters et al., 2013), scholars who have examined GBL in literacy contexts have found that playing video games and engaging in game-related activities can support students’ literacy and learning in a variety of ways (Gee, 2007; Squire, 2014; von Gillern et al., 2021). Playing video games requires people to interpret multimodal symbols and make decisions that impact how the game unfolds (Alberti, 2008; von Gillern, 2016a, 2016b). These are complex processes that represent a “constellation of literacy practices” (Steinkuehler, 2007, p. 297).

Thus, video games can serve as a medium for student learning. Students can engage in a variety of literacy practices in which they not only “read” and explore digital worlds but can also read, create, and share game-related texts, teaching and learning from one another in the process (Schreyer, 2012; Stufft & von Gillern, 2021). Given the potential for video games to promote learning, it is important to understand how games can be integrated in educational contexts, and Minecraft, one of the most popular and child-friendly games in the world, is a valuable game to examine for integrating in educational and literacy settings. Minecraft is a popular video game for people across ages in which the player explores a large 3D virtual world, collects/mines resources, and then crafts tools and structures. While Minecraft came out a decade ago in 2011, the number of active players has been trending upwards ever since and reached 140 million active players in 2021 (Sinclair, 2021). Thus, the game is as popular and relevant as ever.

The purpose of this research was to investigate the perspectives of preservice elementary teachers as relates to the value of using Minecraft in educational and English language arts (ELA) settings, which would addresses a gap in the research. This study utilizes a GBL perspective that recognizes that people can learn valuable information and skills through gameplay (Troppo, 2015). Thus, as game-based approaches and Minecraft, more specifically, can facilitate learning (Marlatt, 2018; Nebel et al., 2016), it is important to understand the perspective of PSTs as their attitudes and plans ultimately impact whether or not and how GBL approaches and video games such as Minecraft are utilized in educational and ELA settings. Thus, this study aims to develop an understanding of PSTs perspectives on instructional ideas and the value of incorporating Minecraft via GBL in elementary classrooms.