GeoMinasCraft: A Serious Geogame for Geographical Visualization and Exploration

Sena, Ítalo Sousa de; Poplin, Alenka; Andrade, Bruno de

doi:10.1007/978-3-030-76059-5_30

Cited by 6 publications

(6 citation statements)

References 22 publications

(18 reference statements)

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“…Producing the tasks using Minecraft was based on the methods and techniques presented by de Sena et al [27]. The principle involved using geospatial data to create a Minecraft virtual environment, followed by establishing the game mechanics using a set of modifications.…”

Section: Methodsmentioning

confidence: 99%

“…All these elements recall real-world features which are recognizable to players. Exploration is one of the main aspects of the Minecraft gameplay, as discussed by de Sena [27]. In the present studies, we engaged players with an exploratory activity in Minecraft by providing climate zone content to interpret the environmental simulation.…”

Section: Final Considerationsmentioning

confidence: 99%

“…One of them is to recreate a certain landscape for presentation to players. Using interoperability and GIS, Sena et al [27] created an example of an adventure game to teach about cultural landscapes. Despite not being designed for formal education, the game presented players with several concepts, such as geological risk, geodiversity, heritage, and identity.…”

Section: Minecraft's Virtual World and Learningmentioning

confidence: 99%

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Designing Learning Activities in Minecraft for Formal Education in Geography

Sena¹,

Stachoň²

2023

Int. J. Emerg. Technol. Learn.

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Digital technology has shaped the way humans interact with information and create knowledge. These conditions have in turn shaped a generation of people who experienced virtual environments very early in their lives and are often referred to as digital natives. This group of people has a particular way of communicating and interacting. It characterizes their affinity spaces and the many experiences with virtual worlds and digital games. In digital games, the separation between entertainment and learning is becoming less pronounced. Many game titles have been used for educational purposes. An iconic example is Minecraft, which has been used formally in some schools to teach topics on the environment. However, studies on formal topics in Geography are conspicuously absent, and we therefore selected Minecraft to understand how digital natives learn about Geography given the character of its virtual environment. To this aim, we developed a learning task scenario for global climate zones. The scenario was tested in two pilot studies with two different groups of participants. The results indicate that participants already share some degree of knowledge about the game environment, despite differences within the digital native group. Using the results of several pilot studies, we discuss the design choices to engage players in the game’s learning activity.

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Section: Methodsmentioning

confidence: 99%

Section: Final Considerationsmentioning

confidence: 99%

Section: Minecraft's Virtual World and Learningmentioning

confidence: 99%

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Designing Learning Activities in Minecraft for Formal Education in Geography

Sena¹,

Stachoň²

2023

Int. J. Emerg. Technol. Learn.

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“…The second one indicates the first edited journal published online with nine articles edited by Poplin and Schwartz (2020). The application areas of geogames include urban planning (De Andrade et al, 2020; Devisch, 2008; Devisch et al, 2016; Gordon and Manosevitch, 2010; Gordon and Schirra, 2012; Krek, 2008; Poplin, 2012, 2014, 2017, 2018; Poplin et al, 2017, 2018, 2021; Poplin and Vemuri, 2018), cultural heritage, geography (De Sena et al, 2018; De Sena and Moura, 2022), climate change (De Andrade, 2020) and geodesign (De Sena et al, 2021), and architecture (Poplin, 2020). The Rochester Institute of Technology added application areas in disaster management (Schwartz and Tomaszewski, 2021; Tomaszewski et al, 2018, 2020) and well-being.…”

Section: Inclusion Of Youth In Urban Planning Through Serious Digital...mentioning

confidence: 99%

Let’s discuss our city! Engaging youth in the co-creation of living environments with digital serious geogames and gamified storytelling

Poplin

Andrade

Sena

2022

Environment and Planning B: Urban Analytics and City Science

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This article concentrates on ways in which novel playful technologies can engage youth in co-creation of living environments. The presented study focuses on five selected prototypes of serious digital geogames and gamified storytelling that were developed specifically for younger generations of users. The analysis concentrates on reviewing their goals, game story, outcomes, and the results of testing serious digital geogames prototypes with youth. It leads to a set of identified urban planning engagement forms that can be well supported with the help of serious digital geogames. They include exploring landscapes, learning about places, learning about specific topics, reconstructing the past, envisioning the future, connecting with action projects, and communicating. The article concludes with the discussion of the main findings and perspectives for further research.

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“…There are several studies that assessed the potentialities and characteristics of formal teaching through Minecraft (Callaghan, 2016;Mavoa et al, 2018;Thorsteinsson & Niculescu, 2016). One way to increase the game's potential for teaching is by using geospatial data as an input, making it possible to create Minecraft worlds that represent real world features (de Sena et al, 2021). It can be done in many different scales, depending on data availability and limitations in the game's structure.…”

mentioning

confidence: 99%