Children and Minecraft: A survey of children’s digital play

Mavoa, Jane; Carter, Marcus; Gibbs, Martin

doi:10.1177/1461444817745320

Cited by 56 publications

(35 citation statements)

References 43 publications

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“…To this extent, Schneier and Taylor discuss how their research into Minecraft PE often showed a more “spontaneous” play style (2018, p. 15). Other studies have shown that Minecraft is played more alone, with Mavoa et al’s (2017) findings indicating that the most common Minecraft play style among children was solo play in creative mode on tablet devices.…”

Section: Overview/ecologymentioning

confidence: 97%

“…While extensive writing on the broader importance of Minecraft as a game and cultural phenomenon exists (Garrelts, 2014), these recent studies are among the only texts to focus on Minecraft on mobile devices. In combination, the two articles underscore the absence of research into mobile Minecraft despite the growing prevalence of Minecraft play on mobile devices (Mavoa et al, 2017).…”

Section: Overview/ecologymentioning

confidence: 99%

“…Minecraft’s widespread popularity has been well noted in academic research (Garrelts, 2014; Mavoa et al, 2017; Schneier & Taylor, 2018). Such broad appeal is an important factor when examining Minecraft on mobile devices, as it affords increased access into negotiated and copresent forms of play.…”

Section: Negotiated Sites Of Playmentioning

confidence: 99%

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Mobile Minecraft: Negotiated space and perceptions of play in Australian families

Balmford

Davies

2019

Mobile Media & Communication

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This article argues that Minecraft played on mobile devices in Australian homes impacts the spaces and perceptions of play within those familial settings. Based on findings from the Games of Mobile Australian Research Council Project, we present examples of how mobile devices bring about particular scenarios of Minecraft play within the household and family dynamics. These scenarios include renegotiating household spaces through acts of mobile Minecraft play, the development of physical gesture rituals through mobile touchscreen interactions, and the complex negotiations involved in shared device usage between different family members. We make the case that through these familial scenarios, the space of Minecraft can become an extension of the family home. These findings offer new insights into mobile-device-based engagement with Minecraft and provide a solid base of information for academic researchers and social policymakers seeking to understand the Minecraft and mobile phenomena. As mobile technology grows in ubiquity, mobile Minecraft becomes increasingly embedded in acts of play. We propose that Minecraft on mobile devices reshapes Australian perceptions of play, creativity, and family dynamics.

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Section: Overview/ecologymentioning

confidence: 97%

Section: Overview/ecologymentioning

confidence: 99%

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Mobile Minecraft: Negotiated space and perceptions of play in Australian families

Balmford

Davies

2019

Mobile Media & Communication

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“…As has previously been identified in other games such as Minecraft (Dezuanni et al, 2015;Mavoa et al, 2018), all our participants used YouTube as a resource for solving problems and overcoming challenges that were presented in their play. Narrah even described how he used YouTube to install Fortnite on a PC, which was challenging because he had "never downloaded a game like that before.…”

Section: Watching As Playing: Youtube and Livestreaming Paratextsmentioning

confidence: 99%

Situating the Appeal ofFortniteWithin Children’s Changing Play Cultures

et al. 2020

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Fortnite is a massively multiplayer online “battle royale” game that rapidly grew in 2018 to become one of the most popular digital games in the world, with a reported peak of 10.8 million concurrent players and 250 million registered players in March 2019. Based on 24 interviews with young people aged 9–14 (17 boys and 7 girls), this article sets out to provide an account of the appeal and experience of Fortnite. While it is impossible to pinpoint exactly why Fortnite has been such a phenomenal, global success, in this article, we argue that its appeal can be better explained by its intersections with YouTube and game livestreaming, the way the game acts as a vehicle for social capital and the performance of identity, and the rich sociality of play.

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“…Consequently, in this article, we take a more accurate approach to examine how gender and group-learning conditions (in this case, collaboration and cooperation) affect attitudes and achievements in a virtual social game. The game at the center of our study, Minecraft, successfully defines the sandbox genre and has gained wide acceptance among children recently, especially for its promising social aspect (Mavoa, Carter, & Gibbs, 2017). In addition, like other sandbox games, the core gameplay mechanics in Minecraft is to allow players to create their purpose of the game and to construct new elements in the virtual environment such as reenactments of real-world buildings.…”

Section: Introductionmentioning

confidence: 99%

Comparing Collaborative and Cooperative Gameplay for Academic and Gaming Achievements

Baek

Touati

2019

Journal of Educational Computing Research

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This article reports an empirical study that explores gender differences in both cooperative and collaborative social gaming in relation to achievements and attitudes. Another aim was to compare students’ game attitudes, feelings toward group work, and achievements in cooperative versus collaborative digital game-based learning environments. One hundred sixty-four, sixth-grade students from five different classrooms at an elementary school in South Korea participated voluntarily in this study. A total of 2 boys and 2 girls were randomly assigned to each group, resulting in 20 groups for each of the grouping conditions. Based on interaction effects, results suggest that male students show more positive game attitudes in collaborative conditions, whereas female students show more positive game attitudes in cooperative conditions. Data also suggest that males show more positive feelings toward group work than females, irrespective of grouping conditions. Regarding academic and gaming achievements, female students showed higher academic achievement in collaborative conditions, while male students scored higher on academic achievement under cooperative conditions. Findings from this study indicate that gender-balanced groups show significantly higher gaming achievement in collaboration compared with cooperation. Results are interpreted with reference to future research and classroom practices.

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Children and Minecraft: A survey of children’s digital play

Cited by 56 publications

References 43 publications

Mobile Minecraft: Negotiated space and perceptions of play in Australian families

Mobile Minecraft: Negotiated space and perceptions of play in Australian families

Situating the Appeal ofFortniteWithin Children’s Changing Play Cultures

Comparing Collaborative and Cooperative Gameplay for Academic and Gaming Achievements

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