Making in Minecraft

Ringland, Kathryn E.; Boyd, LouAnne; Faucett, Heather; Cullen, Amanda L. L.; Hayes, Gillian R.

doi:10.1145/3078072.3079749

Cited by 26 publications

(6 citation statements)

References 13 publications

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“…Here too, supporting the interests of autistic pupils has been shown to provide important benefits in terms of socialisation at school (Gunn & Delafield-Butt 2016), a phenomenon which extends into adulthood (Koenig & Williams 2017;Grove et al 2018). Indeed, mutual interests, including computer games such as Minecraft, can enhance social relationships for those who find it difficult to interact in face-to-face situations, creating a safe space for autistic people to express themselves (Ringland et al 2017;Zolyomi & Shmalz 2017). Furthermore, online social activities are unlikely to be complicated by concerns about rule-breaking, which can impact more on autistic young people than others (Bolling et al 2011).…”

Section: Discussionmentioning

confidence: 99%

Perspectives on Educational Inclusion from a Small Sample of Autistic Pupils in Santiago, Chile

Istuany

Wood

2020

Scandinavian Journal of Disability Research

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The Chilean government has introduced significant changes across the school system to facilitate the educational inclusion of pupils with special educational needs and disabilities (SEND) via School Integration Programmes (SIPs). However, these policies have only been partially successful, with problems of stigmatisation and tokenistic inclusion reported. Meanwhile, other than through parental narratives, little information is available on the success of SIPs for pupils with SEND. In this small scale, exploratory case study based in a state school in Santiago, the views of five autistic pupils aged 10-19 were sought on their inclusion and participation in school. Using flexible, participatory methods and analysed via thematic analysis, the pupils provided important insights into their sensory issues, social and learning needs in school. Crucially in the Chilean context, they also revealed the particular impact of earthquake tremors on them. The implications of these findings for future research and educational practices are discussed.

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Section: Discussionmentioning

confidence: 99%

Perspectives on Educational Inclusion from a Small Sample of Autistic Pupils in Santiago, Chile

Istuany

Wood

2020

Scandinavian Journal of Disability Research

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“…Many recent research studies have indicated that Autcraft offers neurodiverse players a safe space to participate in positive and meaningful play that integrates social and sensory experiences [82][83][84][85][86][87]. Some specifically reported that the use of speech during the reciprocal conversation (e.g., request, command, initiation) to build friendship and share game experiences further extends positive learning and intervention outcomes [85][86][87].…”

Section: Autcraftmentioning

confidence: 99%

“…In this virtual environment, players can manipulate particles with different shapes, sizes, and densities to visualize the abstract concept of "social distancing," which can be difficult and risky to teach in a real-world learning environment (e.g., public spaces such as school, museums, and libraries) during a global pandemic. This example demonstrated how an adult stakeholder leveraged the Autcraft platform, reappropriated the conventional play interaction of "building with particles," and offered direct supports to create embedded learning and inclusive play opportunities for neurodiverse players [82][83][84][85][86]91].…”

Section: Autcraftmentioning

confidence: 99%

“…Additionally, because all platforms reviewed in this study were played by a range of age groups, these virtual environments allowed youth to interact with others of their own age but also learn from mixed-age groups. Many multiplayer games (e.g., Minecraft and Roblox) that value maker cultures offer rich opportunities for players to actively create objects and play environments [82][83][84]. The transition from passively playing games on the platform to actively making games is also part of development.…”

Section: A Developmental Lens For Examining Vwsmentioning

confidence: 99%

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Connected Play in Virtual Worlds: Communication and Control Mechanisms in Virtual Worlds for Children and Adolescents

Grace

Jagannath

et al. 2021

MTI

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Technology plays an essential role in shaping youth’s communication and social interactions in online multiplayer games. Due to physical distancing restrictions during the COVID-19 global pandemic, online multiplayer games like Minecraft and Roblox are well-positioned to amplify healthy communication/social connections and mitigate the impact of social isolation. Research so far has been focused on how these gaming environments support youth development from the perspectives of individual stakeholders (e.g., caregivers, educators, designers, and developers). However, features of these games, such as communication and parental controls, are often misaligned with the ways in which children develop communication and social skills. Using a series of case studies of popular virtual worlds and online games, this paper provides an analysis of critical design features that serve youth throughout different stages of childhood and early adolescence. We offer three main contributions: (a) a comparison matrix of similarities and differences in communication and control features between platforms; (b) an evaluation of design features in selected virtual world platforms that promote safe and positive social interactions; and (c) a method for cross-platform comparison aimed at helping researchers, designers, and practitioners examine specific dimensions of social communication and play experience in virtual worlds.

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“…• Games (24, 25): Ringland and colleagues used open-source games to enhance learners' socialization and sensory development through 3D artifact designs (Ringland et al, 2016;Ringland et al, 2017). In these studies, the researchers demonstrated the effect of Autcraft, a modified platform of the 3D game Minecraft designed for learners with autism spectrum disorder.…”

Section: Learner-learner Interactionmentioning

confidence: 99%

A Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities

Moon

Park

2021

IRRODL

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This scoping review explored the trends in open educational resources (OER) that support the interactions of learners with disabilities and the challenges of supporting these interactions in such environments. Emerging OER and open educational practices allow learners to interact with digital learning resources in self-regulated learning. Since OER assume learners’ self-regulation, research has explored how to promote learner interactions to facilitate better engagement and motivation. Emerging research on OER-enabled pedagogy corroborate this trend. However, despite increasing interest in OER and open educational practices, few studies have demonstrated how OER support various types of interactions for learners with disabilities. Learners with disabilities are likely to experience challenges in interacting with OER due to their modality constraints. A comprehensive literature synthesis is essential to investigate the needs of learners with disabilities in their interactions in OER. In this study, we reviewed and synthesized existing research on how OER and open educational practices support the interactions of learners with disabilities across different OER platforms. Our findings suggest both research and design implications for future OER designs suited for learners with disabilities.

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Making in Minecraft

Cited by 26 publications

References 13 publications

Perspectives on Educational Inclusion from a Small Sample of Autistic Pupils in Santiago, Chile

Perspectives on Educational Inclusion from a Small Sample of Autistic Pupils in Santiago, Chile

Connected Play in Virtual Worlds: Communication and Control Mechanisms in Virtual Worlds for Children and Adolescents

A Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities

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