Impassioned learning and Minecraft

Dezuanni, Michael and O'Mara, Joanne 2017, Impassioned learning and Minecraft. In Beavis, Catherine, Dezuanni, Michael and O'Mara, Joanne (ed), Serious play: literacy, learning and digital games, Routledge, New York, N.Y., pp.36-48.

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Title Impassioned learning and Minecraft
Author(s) Dezuanni, Michael
O'Mara, JoanneORCID iD for O'Mara, Joanne
Title of book Serious play: literacy, learning and digital games
Editor(s) Beavis, CatherineORCID iD for Beavis, Catherine
Dezuanni, Michael
O'Mara, JoanneORCID iD for O'Mara, Joanne
Publication date 2017
Series Digital games and learning
Chapter number 3
Total chapters 13
Start page 36
End page 48
Total pages 12
Publisher Routledge
Place of Publication New York, N.Y.
Keyword(s) Education
Minecraft in Education
Digital Games in education
Summary This chapter explores the popular game Minecraft (Mojang 2011) as a location of ‘impassioned learning’ both in and out of school. We argue that impassioned learning occurs when individuals are motivated through a deep interest-driven desire to learn new knowledge and skills within fan culture associated with digital gameplay. Jenkins (1992/2013 & 2006) argues fandom involves individuals in significantly meaningful relationships with popular culture that often lead to intense engagement with the fictional worlds built for narrative engagement and gameplay and the development of communities of practice. Gee (2003) shows how successful digital games require players to intensely engage with knowledge and that this often leads to the formation of affinity groups in which deep knowledge is created and shared. Through their concept of ‘connected learning’, Ito et al. (2013) argue in favour of learning that is socially embedded and interest driven and that this occurs when ‘a young person is able to pursue a personal interest or passion with the support of friends and caring adults’ (p. 4). They suggest this form of learning can be linked to academic achievement, career success or civic engagement. By building on these concepts of fan participation, affinity group sharing and connected learning we argue meaningful and impassioned learning occurs in young people’s personal lives in ways that can be harnessed within formal education settings.
ISBN 1134979118
Language eng
Indigenous content off
Field of Research 130199 Education Systems not elsewhere classified
HERDC Research category B1 Book chapter
Copyright notice ©2017, Routledge
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Document type: Book Chapter
Collections: Faculty of Arts and Education
School of Education
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