Relevant bibliographies by topics / Minecraft (Video game)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Minecraft (Video game)'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Minecraft (Video game)"

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Laritskaia, Maria Germanovna. "The aesthetics of visual style, fulfillment of creative need for games, and use of games for educational purposes on the example of Minecraft." Культура и искусство, no. 5 (May 2021): 1–11. http://dx.doi.org/10.7256/2454-0625.2021.5.35591.

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This article reviews the instruments and distinctive features that allow conducting creative activity within the game “Minecraft”, which implies modification of world and its rules, as well as the game project at the choice of the gamer. The author also examines the application of this game in educational sphere, including higher educational institutions. The subject of this research is the game “Minecraft”, or rather its peculiarities viewed from the perspective of aesthetics, mechanics and instruments for carrying out creative and educational activity. The author draws parallels between this and other game projects that have similar mechanics with Minecraft for determining the common properties and characteristics for carrying out the designated activities. The novelty consists in assessment of the value of games as a versatile topic for domestic research, as well as in demonstration of their successful application for educational purposes. The relevance is defined by fact that the topic of studying video games in Russia is in the infancy of its dynamic development, and the problem of distance education is especially acute due to COVID-19 pandemic. The conclusion is made that the universal neutral minimalistic style of Minecraft, alongside other features of this project, is a powerful instrument for the fulfillment of creative and educational projects.
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Li, Juan. "Video games in classrooms: an interview with Zack Gilbert." On the Horizon 24, no. 3 (August 8, 2016): 205–9. http://dx.doi.org/10.1108/oth-03-2016-0009.

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Purpose This article aims to better understand game-based learning teaching practices through an interview with Zack Gilbert, a 6th grade teacher who is incorporating video games Civilization IV (Civ) and Minecraft into his social studies classroom. Design/methodology/approach This article is based on an interview with Zack Gilbert, regarding his practices and ideas toward using video games to facilitate learning. Findings In this interview, he shared his journey exploring teaching practices and experiences applying Civ and Minecraft to social studies class, which may serve as an example for other teachers. Originality/value The pioneering and successful experiences of Zack Gilbert may offer an example or insights for other teachers who intend to incorporate video games into their classrooms.
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Simon, Bart, and Darren Wershler. "Childhood’s End (or, We Have Never Been Modern, Except in Minecraft)." Cultural Politics 14, no. 3 (November 1, 2018): 289–303. http://dx.doi.org/10.1215/17432197-7093310.

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This article considers Minecraft, one of the most widely played and popular video games of all time, with over 100 million copies sold. Minecraft is an open-ended strategy game about material logistics, governance, and world building. It is also about a nostalgic modernity that players desire and produce but that is everywhere complicated by the very conditions of its production. Drawing on the work of Bernhard Siegert, Svetlana Boym, Raymond Williams, James C. Scott, and Chandra Mukerji, we consider the block-, grid-, and code-level cultural techniques associated with playing the game as allegories for our increasingly complex relationship to digital culture. Minecraft is not the apotheosis of cultural domination by code as much as it is a playable parable about its complications.
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Hewett, Katherine J. E., Guang Zeng, and Bethanie C. Pletcher. "The Acquisition of 21st-Century Skills Through Video Games: Minecraft Design Process Models and Their Web of Class Roles." Simulation & Gaming 51, no. 3 (February 16, 2020): 336–64. http://dx.doi.org/10.1177/1046878120904976.

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Background. Qian and Clark reported that little is known on the acquisition of 21st-century skills through video games and no educational model exists on how to best teach these skills in the classroom. Studies that explore educational models exhibited through video games like Minecraft contribute to the growing body of research in the field of game studies, game-based learning, and virtual environments. Aim. The purpose of this qualitative case study was to explore the 21st-century design processes, skills, and behaviors of high school gamers in order to generate an educational model that illustrates how those classroom gamers attempted to critically think, create, communicate, and collaborate (Four Cs) in Minecraft. Method. The triangulated data collection included six qualitative case study interviews, observation data (with demographics) from thirteen participants, and visual artifacts from six classes grounded in social constructivist, social constructionist, and interpretivist theories. It should be noted that ninety-five students collaborated with the participants on the six Minecraft projects. Results. The data collection generated two educational Four Cs models that illustrate the participants’ leadership and design processes. Four 21st-century themes emerged from the research study: 1.) Leadership: Models for Design 2.) Navigating the 3D World, 3.) Think Outside-the-Box, and 4.) Real-world Connections. Conclusions. It can be concluded that Minecraft can help students learn to problem-solve, improve their research skills, be resourceful, multitask, and develop their social skills through teamwork (Four Cs). When students are given a task in Minecraft they will self-organize and student leaders will emerge. Minecraft challenged the participants to assess a problem, analyze it from another perspective, and find a creative solution collaboratively.
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Lecordix, François, David Fremont, Moez Jilani, Emmanuel Séguin, and Sofiane Kriat. "Minecraft® on Demand – A new IGN service which combines game and 3D cartography." Proceedings of the ICA 1 (May 16, 2018): 1–5. http://dx.doi.org/10.5194/ica-proc-1-65-2018.

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The French national mapping agency, Institut national de l’information géographique et forestière (IGN), decided to develop a new web service, called Minecraft on Demand (www.ign.fr/Minecraft), designed to provide Minecraft maps from the geographic data that IGN produces. This free web service enables the user to select the center of the map and to get a Minecraft world of 5 km long and 5 km wide, at the scale 1 : 1. The player can easily input this map into Minecraft, the world’s most popular video game with 121 million copies sold. Launched in June 2016 in France, the service Minecraft® on Demand obtained a fair success (10,000 maps downloaded), more specifically among young people, since it may enable them to discover IGN data and geography.
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Mather, Lisa Ward, and Pamela Robinson. "Civic Crafting in Urban Planning Public Consultation." International Journal of E-Planning Research 5, no. 3 (July 2016): 42–58. http://dx.doi.org/10.4018/ijepr.2016070104.

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Minecraft is a popular video game that allows players to interact with a 3D environment. Users report that it is easy to learn and understand, is engaging and immersive, and is adaptable. Outside North America it has been piloted for urban planning public consultation processes. However, this game has not yet been studied to determine how and whether it could be used for this purpose. Using key informant interviews, this study asked practicing urban planners to assess Minecraft's potential. Key findings address Minecraft's usefulness as a visualization tool, its role in building public trust in local planning processes, the place of play in planning, and the challenges associated with its use in public consultation. The paper concludes with reflections as to how this game could effectively be used for public consultation, and offers key lessons for urban planners whose practice intersects with our digitally-enabled world.
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Riordan, Benjamin C., and Damian Scarf. "Crafting minds and communities with Minecraft." F1000Research 5 (January 9, 2017): 2339. http://dx.doi.org/10.12688/f1000research.9625.2.

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Minecraft is a first-person perspective video game in which players roam freely in a large three-dimensional environment. Players mine the landscape for minerals and use these minerals to create structures (e.g., houses) and mould the landscape. But can Minecraft be used to craft communities and minds? In this opinion piece, we highlight the enormous potential of Minecraft for fostering social connectedness, collaboration, and its potential as an educational tool. We highlight the recent use of Minecraft to aid socialization in individuals with Autistic Spectrum Disorder (ASD) and promote civic engagement via the United Nations Human Settlement Program. We further provide novel links between Minecraft and recent on work on the role of social cures and community empowerment in enhancing mental health, wellbeing, and resilience.
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Riordan, Benjamin C., and Damian Scarf. "Crafting minds and communities with Minecraft." F1000Research 5 (September 19, 2016): 2339. http://dx.doi.org/10.12688/f1000research.9625.1.

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Minecraft is a first-person perspective video game in which players roam freely in a large three-dimensional environment. Players mine the landscape for minerals and use these minerals to create structures (e.g., houses) and mould the landscape. But can Minecraft be used to craft communities and minds? In this opinion piece, we highlight the enormous potential of Minecraft for fostering social connectedness, collaboration, and its potential as an educational tool. We highlight the recent use of Minecraft to aid socialization in individuals with Autistic Spectrum Disorder (ASD) and promote civic engagement via the United Nations Human Settlement Program. We further discuss the potential for the recently released Minecraft: Education Edition and provide novel links between Minecraft and recent on work on the role of social cures and community empowerment in enhancing mental health, wellbeing, and resilience.
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Zaworska-Nikoniuk, Dorota. "Edukacyjne walory gry "Minecraft". Analiza narracji uczniów i edukatorów." Problemy Wczesnej Edukacji 48, no. 1 (March 31, 2020): 110–21. http://dx.doi.org/10.26881/pwe.2020.48.10.

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This paper shows the educational aspects of video game Minecraft in primary education. It is based on a systematic review and interviews conducted with fourteen players of the aforementioned game as well as an analysis of interviews with the creator of Young Programmer Academy and an educator of an IT class. The statements of users (players) and educators point to the potential uses of the game in learning and acquiring social skills. In the game, students create their own worlds, develop their imagination and spatial thinking, gain knowledge about the basics of technology, physics and chemistry, as well as enrich their knowledge about nature. Probably for those reasons the game is popular in Norwegian and Swedish schools, where units based on Minecraft are often incorporated by teachers into their lessons.
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Wu. "Video Game Prosumers: Case Study of a Minecraft Affinity Space." Visual Arts Research 42, no. 1 (2016): 22. http://dx.doi.org/10.5406/visuartsrese.42.1.0022.

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Dissertations / Theses on the topic "Minecraft (Video game)"

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Hewett, Katherine Joan Evelyn. "The Minecraft project| Predictors for academic success and 21st century skills gamers are learning through video game experiences." Thesis, Texas A&M University - Corpus Christi, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10243481.

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Video games are more than just entertainment. In fact, video games like Minecraft develop “Four Cs” skills in young gamers. These 21st century skills include critical thinking, creativity, communication, and collaboration (National Education Association, 2010) and are considered essential skills for future employment by workforce executives (Sardone & Delvin-Scherer, 2010). This study explores predictors of academic success and the 21st century skills gamers are learning through video game experiences.

This sequential mixed model study analyzed descriptive data to explore the video game experiences of 3D Modeling and Animation students enrolled at a South Texas area high school. The study analyzed data collected from 66 quantitative subjects and 4 qualitative participants. Three classes engaged in four weeks of gameplay to complete a modeling project in Minecraft . Data was collected during both phases of the project study through survey and case study methods.

The findings revealed that the Group Project Grades were heavily skewed indicating a significance that prior gaming experience affected the students’ academic performance. The significance was supported by the unexpected high frequency of perfect scores (65%) and the high concentration of experienced gamers. Over half (54%) reported to have played video games for over 10 years. It was also noted that gender was statistically significant with Class Rank. Females had higher class ranks overall then the males. The qualitative data analysis led to the development of five major findings: 1.) The Strategist: Accomplishing the Mission, 2.) The Creator: The Art of Gameplay, 3.) The Communicator: Building Relationships and Communities, 4.) The Hero: To Be the Hero of a Great Adventure, and 5.) I am an “Elite”: A Digital Native. These major findings represent trends of the gaming phenomenon, gamer traits, and 21st century skills learned through playing video games.

The findings for this study have implications on teachers’ perspectives and attitudes toward video game integration. Recommendations for future research include a longitudinal study with the four participants to provide a better understanding of applied 21st century skills over time, a content analysis of various video games, and a mixed model study exploring the reading habits, literacy skills, and genre interests of gamers.

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Roberts-Woychesin, Jami. "Understanding 3-D Spaces Through Game-based Learning: a Case Study of Knowledge Acquisition Through Problem-based Learning in Minecraft." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804920/.

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The primary purpose in this case study was to explore the use of three-dimensional virtual spaces via the use of the game Minecraft as a teaching tool. The case study examined the effectiveness, self-efficacy, and social interaction of students when using such a tool in the teaching and learning process. The research analyzed knowledge acquisition through various deliverables such as benchmark pre and post exams, student discourse, and tangible objects created from the lessons by the students. Students were enrolled and participated in a summer camp offered from Arts and Technology Institute in North Texas. The camp utilized Minecraft to teach architecture types. Students learned about pyramids (Egyptian and Aztec), Roman/Greek architecture, Gothic architecture, and Post-Modern Architecture. Each day students were exposed to a different them of architecture and were tasked with building a world that was in the theme of an assigned type of architecture. Fifty-nine school age students ranging in ages from eight to twelve years old participated fully in the study. The students were not grouped by age, but instead self-selected partners with which to work during the course of their creations. Results show that students who participated in the Minecraft driven course were highly engaged and reported a positive experience during the course of learning. Participants worked cohesively to achieve common goals and problem solve during the course of project completion. Participants freely participated in discourse that was on the topic of the lesson, as well as, offered suggestions for improvement and solicited ideas from other participants. Pre and posttest results yielded an improvement in knowledge acquisition regarding general knowledge of architecture types. Many students frequently used the word “Fun” to describe their learning experience as cited in their daily blog entries. The research strived to show that using Minecraft as a teaching tool can create an environment in which students are highly engaged and are afforded an opportunity to learn material in a way that students can see as an applicable reason for learning. Results of this research evidence Minecraft as a tool in learning yields an atmosphere in which students take ownership of their learning and work in concert with other members of the classroom to yield positive learning outcomes.
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Bebbington, Sandra. "A Case Study of the Use of the Game Minecraft and Its Affinity Spaces for Information Literacy Development in Teen Gamers." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31699.

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Research shows that teens (Generation Z) are not as information literate as required to function effectively in an information society. Yet many teens are gamers and succeed at game-related tasks that require information literacy skills. This thesis examines the potential that the online game Minecraft, and one of its related affinity spaces, may have in the development of information literacy skills in teens. This case study unfolded in three phases: a video game analysis of Minecraft, a discussion forum analysis and an interpretive report of interviews with eight teen gamers. Findings suggest that Minecraft’s design induces players to seek out game related information in affinity spaces, select appropriate sources, evaluate the information shared by fellow gamers and decide what best satisfies their information need. Further research could determine whether the specific information literacy skills in this gaming context can be generalized to other gaming environments and to non-gaming contexts.
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Cipollone, Maria. "Motivation to Mine: An Analysis of the Motivation for Extended Video Game Play among Preadolescents in a Physical Learning Environment." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/352314.

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Media & Communication
Ph.D.
The relationship between video games and learning is a topic of interest for academic fields. But how can a voluntary activity, like playing video games, motivate students to be academically productive? This dissertation used the popular video game, Minecraft, to measure the intrinsic motivation of 7th and 8th grade students in mathematics class, using a Self-Determination Theory (SDT) framework. The results demonstrated that intrinsic motivation remained at high levels, as long as students are competent in game controls and were relatively free to do what they wanted within the general guidelines in the video game environment. Second, the role of social presence contributed to immersion in the video game environment and played a role in the continued motivation to play. Third, although there was no impact on rote measures of learning, such as memorizing vocabulary definitions, the Minecraft video game environment affected students’ ability to problem solve, as was evidenced by pre- and post-tests of rote and conceptual learning.
Temple University--Theses
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Kolář, Jakub. "Návrh mobilní aplikace pro správu serveru." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-202096.

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Thesis deals with remote servers specifically those for the Minecraft. These servers are divided into groups. The work examines the possibility of remote access to these servers on network protocols level, which are described briefly, and also at the level of the game itself. Describes the game options that can be influenced via remote management. Then analyzes the applications that are intended for this remote access, and identifies problems associated with them. Based on the issues that implied from this analysis, application that solves these problems is designed. The first chapter contains a brief description of the network protocols that can be used to remotely manage servers for the Minecraft and identifies the most appropriate protocol. The next chapter describes the Minecraft, and specifically those of its regions which can be influenced via remote management. The next chapter analyzes the applications that can be used to remotely manage Minecraft servers and based on the problems that this analysis identifies, an application that solves these problems is designed. The designed application is then implemented. The last part contains user documentation of created application.
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Cox, Raymond Taylor. "Mathematical Modeling of Minecraft – Using Mathematics to Model the Gameplay of Video Games." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1431009469.

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Hansson, Mikael, and Stefan Karlsson. "A Matter of Perspective : A Qualitative study of Player-presence in First-person Video Games." Thesis, Umeå universitet, Institutionen för informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-121058.

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In this study we aimed to investigate the process through which players of video games situate, and form an understanding of their presence within the virtual game environment. This study specifically investigates this process in games played through a first person perspective with the intention of minimising the amount of visual information provided the participants. For this purpose we created two scenarios within a videogame environment specifically design for the study. A total of thirteen participants took part in the study, and after each season a semi structured interview was performed. In a qualitative content analysis we identified patterns and commonalities ascertaining to our line of questioning, and conclude that while the player-presence relationship would appear to be largely dependent on the individual’s type of play, the varying focus on either narratology or ludology in our two scenarios did indeed influence the participants to approach this relationship similarly within the separate groups. Finally we defined four types of player-presence relationship, and how they can be said to relate to the varying ludonarrative dynamics within the two specified genres, as well as the varying types of play observed amongst the participants in our study.
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Books on the topic "Minecraft (Video game)"

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Minecraft for dummies. Hoboken, N.J: John Wiley & Sons, 2013.

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Beautiful Minecraft. New York: No Starch Press, 2017.

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Minecraft: The ultimate player's guide to Minecraft. [Place of publication not identified]: Ultimate App Guidebooks, 2013.

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Diary of a minecraft slime! United States]: [publisher not identified], 2015.

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editor, Milton Stephanie, Bolder Joe illustrator, and Cordner Theo illustrator, eds. Minecraft blockopedia. New York, NY: Scholastic Inc., 2015.

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Guidebooks, Ultimate App. Minecraft survival: The ultimate players guide to surviving in Minecraft. [Place of publication not identified]: Ultimate App Guide Books, 2014.

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author, Davies Marsh, Jones Owen author, and Marsh Ryan ill, eds. Minecraft: Guide to exploration. New York: Random House Publishing Group, 2017.

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Diary of a Minecraft Enderman. [United States?]: Alex Brian, 2015.

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Soares, Paul (Writer on computer games), author, ill, Maron, Jordan, 1992- author, ill, Bolder Joe ill, Burlinson James ill, and Glynn Steffan ill, eds. Minecraft: Essential handbook. New York: Scholastic, Incorporated, 2015.

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Minecraft: Amazing tips, tricks, glitches, and secrets that will help you master Minecraft. San Bernardino, CA: Minecraft Books, 2014.

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Book chapters on the topic "Minecraft (Video game)"

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Ward Mather, Lisa, and Pamela Robinson. "Durable Civic Technology." In Citizen-Responsive Urban E-Planning, 252–81. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4018-3.ch010.

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Minecraft is a video game that allows players to interact with a 3D environment. Launched in 2009, Minecraft has surprisingly durable popularity. Users report that Minecraft is easy to learn and understand, engaging and immersive, and adaptable. Outside North America it has been piloted for urban planning public consultation processes. Five years ago, authors conducted research using key informant interviews. This study asked practicing urban planners in Canada to assess Minecraft's potential. Key findings address Minecraft's usefulness as a visualization tool, its role in building public trust in local planning processes, the place of play in planning, and the challenges associated with its use in public consultation. This chapter explores Minecraft's ongoing use, offers reflections as to how this game could effectively be used for public consultation, and concludes with key lessons for urban planners whose practice intersects with our digitally-enabled world, with a particular focus on new application possibilities in smart city planning projects.
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Yi, Sherry. "Beyond Button Smashing." In Educational Technology and Resources for Synchronous Learning in Higher Education, 188–210. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7567-2.ch010.

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This chapter is a literature review on synchronous learning in science classrooms primarily focused on the video game Minecraft (MC). The author argues that video games can and have been used as synchronous learning tools and as a means of live communication in the classroom. First, the author briefly discusses the historical foundations that has led to the modern video game industry to what it is today. Second, uses of MC and other video games in science classrooms are reviewed. This chapter also provides practical advice to education practitioners on ways to utilize video games and available lesson plans as a tool in science classrooms and offers researchers valuable insight on using video games as a means of expanding on their own research interests and projects.
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Mather, Lisa Ward, and Pamela Robinson. "Civic Crafting in Urban Planning Public Consultation." In Smart Cities and Smart Spaces, 1052–70. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7030-1.ch048.

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Minecraft is a popular video game that allows players to interact with a 3D environment. Users report that it is easy to learn and understand, is engaging and immersive, and is adaptable. Outside North America it has been piloted for urban planning public consultation processes. However, this game has not yet been studied to determine how and whether it could be used for this purpose. Using key informant interviews, this study asked practicing urban planners to assess Minecraft's potential. Key findings address Minecraft's usefulness as a visualization tool, its role in building public trust in local planning processes, the place of play in planning, and the challenges associated with its use in public consultation. The paper concludes with reflections as to how this game could effectively be used for public consultation, and offers key lessons for urban planners whose practice intersects with our digitally-enabled world.
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Chaboud, Mathieu-Claude. "How Do the Crowdfunders Judge the Crowdfunded?" In Crowdsourcing, 1026–55. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8362-2.ch051.

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This chapter addresses the reactions from communities of early supporters of companies turning from participative forms of financing to classical venture capital and/or buyouts by blue chip firms. Through the study of two recent cases of major crowdfunding successes, namely Oculus VR, a Californian company which obtained nearly $2.5 Million in an exemplary Kickstarter campaign and was later bought by Facebook for $2 Billion, and Mojang, a Swedish company formed to manage the unprecedented success of a video game, Minecraft, sold to supporters from its unfinished versions, the firm being later purchased by Microsoft for $2.5 Billion. Both of these companies had to manage the changes in the nature of their relationships with their early supporters. This chapter proposes typologies of potentially harmful changes induced by attempts to transform bonding social capital into bridging social capital, as well as countermeasures available to entrepreneur to control the effects of such situations.
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Chaboud, Mathieu-Claude. "How do the Crowdfunders Judge the Crowdfunded?" In Advances in Business Strategy and Competitive Advantage, 78–107. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9604-4.ch004.

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This chapter addresses the reactions from communities of early supporters of companies turning from participative forms of financing to classical venture capital and/or buyouts by blue chip firms. Through the study of two recent cases of major crowdfunding successes, namely Oculus VR, a Californian company which obtained nearly $2.5 Million in an exemplary Kickstarter campaign and was later bought by Facebook for $2 Billion, and Mojang, a Swedish company formed to manage the unprecedented success of a video game, Minecraft, sold to supporters from its unfinished versions, the firm being later purchased by Microsoft for $2.5 Billion. Both of these companies had to manage the changes in the nature of their relationships with their early supporters. This chapter proposes typologies of potentially harmful changes induced by attempts to transform bonding social capital into bridging social capital, as well as countermeasures available to entrepreneur to control the effects of such situations.
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