Thirteenth International Conference on e-Learning & Innovative Pedagogies

Abstract

Digital game use is on the rise in the classroom. Across all grade and subject areas, games are increasingly being used as a teaching tool and classroom motivator; Usually, they are used to increase classroom engagement and participation. Research has previously identified theoretical evidence for classroom digital games but fails to deliver a concrete methodology for practical adaptation of game-based learning. In this project, we explored elementary-aged camp participants as they played the sandbox game Minecraft. We examined their digital game artifacts to try and pinpoint their use of spatial geometry math concepts that they had not yet learned in school. We found that practical math competency was gained while playing Minecraft but also that this knowledge transferred poorly to evaluation items we deliver to try and measure that understanding. Participants that were using spatial geometry concepts effectively in camp activities were unable to demonstrate those same skills on a pen and paper post-test. We argue that in-game, stealth learning is a valuable teaching tool but that it requires a more sensitive, perhaps more game-like, assessment tool to properly evaluate learning.