The article examines the integration of the content of the educational program from “Informatics: programming practicum” of training future computer science teachers in a higher educational institution to the Minecraft education game process. The peculiarities and possibilities of Minecraft education regarding the gamification of the educational process, which are confirmed in many studies and publications, are considered. Methods of integration of individual topics from the programming workshop into the Minecraft gameplay are proposed. Examples of tasks, projects and creative tasks are given. The results of the research-experimental verification of the methods of integration of programming learning into the Minecraft game process are described, which confirmed its efectiveness based on the application of the non-parametric Mann-Whitney test. The perspective and wide possibilities of integration of other educational subjects into the gameplay of Minecraft are noted.
In times of digital transformation of all areas of education, the issue of exploring the possibilities
of gamification of education is gaining great interest. Many factors contributed to this, including
the global pandemic caused by Covid-19 [
Minecraft can be used to reinforce mathematical concepts relevant to computer science education. Students can explore geometric shapes, spatial reasoning, and mathematical modelling through construction projects and game mechanics. Additionally, they can develop computational thinking skills by solving mathematical puzzles and challenges within the game environment.
Many scholars have considered the issue of ICT [
We can consider many applications of Minecraft Education in the educational process from various educational disciplines [7]. The findings indicate that students’ perceived learning outcomes were highly positive, and their overall learning experience was engaging and stimulating [9, 10]. It has been established that children’s general media literacy increases while playing Minecraft [11].
The analysis reveals that students are better able to grasp intricate scientific concepts when presented through the game’s interactive environment, enabling them to experience these concepts firsthand [ 5].
Minecraft Education Edition is a version of the popular video game Minecraft specifically designed for educational purposes. It is used in schools and other educational institutions worldwide to teach various subjects, including math, science, history, and language arts [12]. Minecraft Education Edition features a variety of tools and resources that make it easy for educators to create engaging and interactive learning experiences. Students can use Minecraft Education Edition to build virtual worlds, solve problems, and collaborate with their peers [13].
The most important aspects of Minecraft are student-centered learning and game-based learning [14]. Digital games are not just for entertainment; they can also be powerful tools for learning. The book “Impassioned learning and Minecraft. In Serious Play” explores how digital games can engage and challenge students, present complex representations and experiences, foster collaborative and deep learning, and enable curricula that connect with today’s youth [15].
C. Tessler et al. present a groundbreaking lifelong learning system capable of efectively reusing and transferring knowledge from one task to another while preserving its established knowledge base. This knowledge transfer is facilitated by acquiring reusable skills, termed Deep Skill Networks, acquired by tackling tasks within Minecraft, a complex video game environment. These deep skill networks are subsequently integrated into a novel hierarchical deep reinforcement learning network (H-DRLN) architecture [16].
W. H. Guss et al. present MineRL, a large-scale, simulator-paired dataset of human demonstrations. The dataset comprises over 60 million automatically annotated state-action pairs across various related tasks in Minecraft, a dynamic, 3D, open-world environment. They introduce a novel data collection scheme that enables the continuous introduction of new tasks and the acquisition of comprehensive state information suitable for a wide range of methods. Additionally, they demonstrate the complexity of the Minecraft domain and the potential of MineRL in developing techniques to address critical research challenges within it [17].
H. C. Lane et al. advocate for the relevance of Minecraft, an open-world, exploratory, and generative game, for both educators and learning science researchers. Gameplay fosters the acquisition of diverse skills and knowledge applicable to academic and real-world settings. Minecraft likely serves as an initial exposure to fundamental STEM concepts, such as engineering, agriculture, and biology. They emphasize the need to delve into the game’s influence on children’s STEM competency development, their perceptions of STEM fields, and their acquisition of metacognitive skills like planning and reflection [18].
O. Alawajee et al. propose game-based learning (GBL) as a promising and engaging approach to contemporary education. Minecraft, with its socially interactive and cooperative open-world gameplay, stands out as a potential tool for educational purposes. Research has demonstrated Minecraft’s efectiveness in enhancing student motivation, language development, and academic learning across subjects like science and history [19].
J. García-Fernández et al. evaluated the potential of Minecraft, a popular video game, to serve as an efective tool for communicating and promoting engagement with culturally built environments. Through an analysis of videogames ability to motivate, immerse, and represent reality, Minecraft emerged as one of the most promising solutions. The researchers assessed Minecraft’s capacity against established criteria of immersion, motivation, and fidelity to simulation, demonstrating its efectiveness in conveying built heritage environments [20].
The study by R. Andersen et al. revealed that incorporating Minecraft into subject-specific learning efectively fostered collaborative learning processes among students. Integrating Minecraft into math classes efectively promotes the development of 21st-century skills. Moreover, the study employs a novel research methodology that combines social network analysis (SNA) and intelligent automation (IA) to analyze the use of Minecraft for acquiring subject-specific skills [21].
A. Narayan-Chen et al. propose the development of interactive agents capable of collaborating with humans to solve tasks in realistic scenarios. They introduce a Minecraft-based collaborative building task where one player (A, the architect) is presented with a target structure and must guide the other player (B, the builder) in constructing it. They present the Minecraft Dialogue Corpus to facilitate this interaction, a comprehensive collection of conversations and game logs [22].
An indisputable advantage of Minecraft is the ability to create mods—special modifications to expand the game’s capabilities. This is how an extension for learning Python programming was first made. One strategy to balance rising gamer expectations and development pressures is cultivating an active modding community around the game. In their paper, D. Lee et al. present the findings of an empirical study that examined 1,114 popular and 1,114 unpopular Minecraft mods from CurseForge, a prominent distribution platform for Minecraft mods. Their analysis revealed that popular mods typically feature high-quality descriptions and actively encourage community involvement [23].
Leveraging the widespread popularity of video games among teenagers, Minecraft Education (Minecraft Edu) emerges as a promising game-based learning tool (GBL) for science education. M. Nkadimeng et al. have demonstrated the efectiveness of Minecraft Edu in enhancing students’ understanding of atomic structure [24].
V. Panja et al. investigated the potential of Minecraft Education Edition’s chemistry features to foster an engaging and efective learning environment. They examined how Minecraft’s game mechanics and Education Edition’s chemistry-specific features could address the scarcity of efective game-based learning solutions [25].
Minecraft holds immense educational potential for fostering spatial thinking, imagination, and design skills. However, M. Opmeer et al. recommends introducing students to traditional design materials, such as paper and pencil, before delving into Minecraft. This initial exposure to traditional design tools can help students develop a solid foundation in design principles, making the transition to Minecraft’s block-based building environment less restrictive [26].
The purpose of the study is to study the possibilities of integrating the content of the educational program from “Informatics: Programming Workshop” to train future informatics teachers in a higher educational institution in the game process of learning Minecraft.
Research objectives: 1) to consider the peculiarities and possibilities of Minecraft training about the gamification of the educational process in this educational discipline; 2) to ofer practical ways of integrating individual topics from the programming practice into the Minecraft gameplay; 3) develop and implement tasks, projects and creative tasks; 4) perform a research-experimental check of the methodology of integration of programming learning into the Minecraft gameplay.
The study employs an experimental with a control group and an experimental group, each consisting of 12 students. The control group receives traditional programming instruction, while the experimental group performs programming tasks within Minecraft.
The experimental verification involves collecting data on student performance and learning outcomes. This includes assessing students’ ability to develop programs to solve standard problems from the curriculum’s topics and measuring their engagement and understanding of programming concepts.
The efectiveness of integrating programming learning into Minecraft gameplay is analyzed using the non-parametric Mann-Whitney test. This statistical analysis compares the performance of the control group and the experimental group to determine if there are significant diferences in learning outcomes.
In our study, the curriculum was developed for the disciplines “Informatics: programming practicum” of the “Secondary Education (Informatics)” educational program with the integration of learning into the Minecraft gameplay. Let us present the characteristics of the discipline. The scope of the discipline is 5 credits (150 hours), of which laboratory classes – 46 hours, independent work 104 hours. The subject of study is the practical mastering of the basics of programming using the language of modern programming languages (using the Python language as an example).
The goal of the discipline is for students to acquire practical skills in creating software to solve typical problems; students acquiring practical skills in creating application programs using a high-level programming language, development of logical thinking, development of technical culture, development of analytical thinking, development of scientific skills, logical and algorithmic thinking.
The content of the educational discipline includes questions: 1) Input (output) of data; 2) Operator if; 3) Mathematical calculations; 4) Operators for; 5) String data; 6) Operator while ; 7) Lists; 8) Function and recursion; 9) Arrays; 10) Multiple data types; 11) Dictionaries; 12) Construction of graphic primitives.
Control measures – testing, control work. The knowledge and skills acquired during the study of the discipline are used in the study of the disciplines of information and communication orientation and the school course of informatics and methods of teaching informatics.
An example of the integration of the educational program into the Minecraft education gameplay is given below (1 and 2).
In the first lesson, we explain to students what Minecraft Education is and how it is used in education. We show students who are not familiar with the game how to play. We allow students to play Minecraft Education to learn the game’s basics. Consider installing and configuring the game, Java, and the necessary mods. We ofer them interesting tasks that lead them to think about the efectiveness of using framing in Minecraft education gameplay. We use various resources to introduce students to Minecraft Education, such as websites, videos and tutorials.
Examples of rapid construction especially impress students. Their experience convinces them that the ability to program is a skill that gives an undeniable advantage over players who do not know how to program.
Let us consider an example of the construction of a pyramid. Create a program to track player move- Design and build a data collection system ment and output the data to a file. De- for Minecraft Education. This system could velop a system to collect information collect data on various aspects of the game, about the types of blocks players are such as player location, block placement, placing. Design a mechanism to record and item use. The data could then be anthe frequency of item usage. alyzed to identify trends and patterns in
player behavior.
Create a program to control the open- Implement a conditional branching system ing and closing of a door based on the in Minecraft Education. This system could presence of a player. Develop a system be used to control various aspects of the to activate a trap when a player steps game world, such as the behavior of NPCs, on a pressure plate. Design a mecha- the activation of traps, and the appearance nism to display a reward when a player of rewards. solves a puzzle.
Create a program to add, subtract, multiply, and divide two numbers. Develop a system to solve quadratic equations.
Design a mechanism to calculate the volume of various shapes.
Minecraft Education. This calculator could perform basic operations such as addition, subtraction, multiplication, and division. It could also be used to solve more complex equations.
Implement a loop system in Minecraft Education. This system could be used to automate repetitive tasks, such as building structures, collecting resources, and crafting items.
Design and build a text-based adventure game in Minecraft Education. This game could involve exploring diferent areas, interacting with NPCs, and solving puzzles.
block by block. Develop a system to collect all the wood from a forest. Design a mechanism to craft a stack of diamonds from rough diamonds.
Create a program to display a message when a player enters a specific area.
Develop a system to trigger a dialogue with an NPC when a player clicks on it.
Design a mechanism to display clues or instructions to solve a puzzle. import mcpi.minecraft as minecraft import mcpi.block as block def build_pyramid(mc, x, y, z, base_size, block_type): # Set the starting position of the pyramid start_x = x - base_size // 2 start_y = y start_z = z - base_size // 2 # Build the pyramid layer by layer for level in range(base_size): # Calculate the current layer width width = base_size - level * 2 # Build the current layer for offset_x in range(width): for offset_z in range(width): mc.setBlock(start_x + offset_x, start_y + level, start_z + Create a program to keep a door open as Implement a while loop system in long as a player is standing on a pressure Minecraft Education. This system could plate. Develop a system to continuously be used to monitor conditions in the check for the presence of a specific item game world and trigger actions accordand light up a redstone lamp when it is ingly. found. Design a mechanism to keep a mob chasing a player until it catches them.
Create a program to add items to a gro- Build a grocery shopping list system in cery list. Develop a system to mark items Minecraft Education. This system could as purchased as they are found. Design a allow players to create lists of items mechanism to display the remaining items they need to purchase and track their on the list. progress in acquiring them.
Create a function to build a house with Implement a function system in diferent parameters for size and style. De- Minecraft Education. This system velop a function to generate a random num- could be used to encapsulate reusable ber between two specified values. Design a code blocks, making programs more recursive function to calculate the factorial modular and eficient. of a given number.
Create a program to store items in an array Build a storage system for items in and display them on a scoreboard. Develop Minecraft Education. This system could a system to retrieve items from an array allow players to store and retrieve items based on their index. Design a mechanism using arrays, keeping their inventories to sort items in an array alphabetically. organized and accessible.
Create a program to store player names, Implement a data type system in inventory items, and scores in a database. Minecraft Education. This system could Develop a system to calculate the average allow players to store and manipulate diferent types of data, such as numbers, strings, and booleans. offset_z, block_type) # Create a Minecraft connection mc = minecraft.Minecraft.create() # Set the desired pyramid parameters base_size = 5 block_type = block.GOLD_BLOCK # Build the pyramid at the player’s position player_pos = mc.player.getPos() mc.postToChat("Building a pyramid...") build_pyramid(mc, player_pos.x, player_pos.y, player_pos.z, base_size, block_type) mc.postToChat("Pyramid built!")
This code will build a pyramid with a base size of 5 blocks using gold blocks. You can change the base size and block type to your liking.
Another example. This code will create a simple maze in Minecraft with dimensions 10x10x1. The maze will be generated randomly, and the starting position will be at the origin. import mcpi.minecraft as minecraft import mcpi.block as block # Connect to Minecraft server mc = minecraft.Minecraft.create() # Set up variables width = 10 height = 10 start_pos = mc.player.getPos() # Create a list to store the maze maze = [] # Initialize the maze with all walls for x in range(width): maze.append([]) for y in range(height): maze[x].append(block.STONE) # Define a function to check if a position is within the maze boundaries def is_within_bounds(pos): x, y, z = pos return 0 <= x < width and 0 <= y < height and 0 <= z < 1 # Define a function to carve a passage from the start position def carve_passage(start_pos): # Get the current position pos = start_pos.clone() # Carve a passage while staying within the maze boundaries while True: # Choose a random direction direction = random.choice([block.AIR, block.AIR, block.AIR, block.AIR]) # Move in the chosen direction if direction == block.AIR: new_pos = pos.clone() new_pos.add(-1, 0, 0) if is_within_bounds(new_pos): maze[new_pos.x][new_pos.y] = block.AIR pos = new_pos elif direction == block.AIR: new_pos = pos.clone() new_pos.add(1, 0, 0) if is_within_bounds(new_pos): maze[new_pos.x][new_pos.y] = block.AIR pos = new_pos elif direction == block.AIR: new_pos = pos.clone() new_pos.add(0, -1, 0) if is_within_bounds(new_pos): maze[new_pos.x][new_pos.y] = block.AIR pos = new_pos else: new_pos = pos.clone() new_pos.add(0, 1, 0) if is_within_bounds(new_pos): maze[new_pos.x][new_pos.y] = block.AIR pos = new_pos # Call the function to carve a passage from the start position carve_passage(start_pos) # Place the maze blocks in the Minecraft world for x in range(width): for y in range(height): for z in range(1): mc.setBlock(x, y, z, maze[x][y])
It is common knowledge that the basic training of pupils and students in IT and programming can be very diferent. For this purpose, creative tasks have been prepared for students with a fast pace of knowledge acquisition, including creating.
We encourage such students to use Python to create mods or plugins for Minecraft. This task is more complex but can also be very rewarding. Mods and plugins can add new features to the game, such as new blocks, items, or game mechanics.
Let’s give examples of creative tasks of increased complexity in Python programming in the educational game environment Minecraft (3):
The experimental verification of the results of implementing the specified integrated gaming curriculum in programming was carried out in the control group (12 students) and the experimental group (12 students).
The measuring tool was a particular test using the automated verification system of problems on the website https://www.eolymp.com, which consisted of developing programs for solving standard problems from the curriculum topics listed in 1.
Examples of creative tasks
Create a Python program to procedurally generate a Minecraft world with diverse biomes, terrain features, and structures. Explore algorithms like Perlin noise to generate realistic landscapes and incorporate conditional logic to place blocks based on elevation and biome type.
Develop Python-based NPC (non-player character) characters that can interact with players in various ways. Implement dialogue trees, quests, and conditional interactions to create engaging and immersive experiences. Utilize text-based or voice-based interactions to enhance the gameplay.
Design a Python program that dynamically modifies the Minecraft environment based on player actions or in-game events. Implement mechanisms to trigger environmental changes like day/night cycles, weather patterns, or natural disasters. Utilize game events and timers to control the timing and behaviour of these dynamic elements.
Create interactive minigames in Minecraft using Python to teach various educational concepts. Develop engaging gameplay mechanics, incorporate scoring systems, and provide feedback to enhance learning. Utilize Minecraft’s diverse block types and items to represent educational concepts visually.
Design collaborative programming challenges that require players to work together to solve complex programming problems within the Minecraft environment. Utilize shared code repositories and in-game communication tools to facilitate collaboration. Implement scoring mechanisms and leaderboards to encourage teamwork and competition.
Generate intricate patterns, construct sculptures or craft interactive storybooks.
Explore Minecraft’s creative tools and block variations to express artistic ideas and convey storytelling elements.
The system of automated verification of tasks gives the result in the form of the result of passing 10 control tasks on a 100-point scale (figure 3). In addition, the originality and creativity of the proposed solution to the problem with the involvement of experts (department teachers) were evaluated. In addition, the task completion time is measured.
10 standard tasks were proposed for each topic according to 1. Let’s give an example of a task for topic 2 List.
Create a Python program allowing users to create and manage a grocery list. The program should: 1. Prompt the user to enter an item to add to the grocery list. 2. Add the entered item to the grocery list. 3. Allow the user to continue adding items or exit the program. 4. Display the complete grocery list when the user exits the program.
Grocery List: apples, milk, bread.
Solution (Python): grocery_list = [] while True: item = input("Enter an item to add to the grocery list: ") grocery_list.append(item) choice = input("Add another item (y/n)? ") if choice.lower() != "y": break print("\nGrocery List:") for item in grocery_list: print(item)
An example of a task from topic 6 While loop operators.
Write a Python program that generates a random password. The password should be at least eight characters long and contain at least one uppercase letter, one lowercase letter, one digit, and one unique character. Example Output: Password: d35%Tr0ub4dor.
Solution: import random import string def generate_password(): password = "" while len(password) < 8: character = random.choice(string.ascii_letters + string.digits + string.punctuation) if character.isupper(): password += character elif character.islower(): password += character elif character.isdigit(): password += character elif character in string.punctuation: password += character return password # Example usage password = generate_password() print("Password:", password)
In the study, the control and experimental groups were subjected to difering methodologies to assess the integration of programming learning into the Minecraft game process.
For the control group, the educational approach followed a more traditional format, centred around lectures, theoretical coursework, and practical exercises within the confines of a conventional classroom setting. Students might have engaged with programming concepts through traditional teaching methods such as textbooks, written assignments, and some hands-on computer coding exercises. The experimental group experienced a innovative approach to learning, integrating Minecraft as a platform for exploring and applying programming concepts. n the result, was ranked the grades and wrote out separate ranks for sample A (control) and sample B (experimental).
Was find ∑︀ , which is the sum of ranks for students in sample A, and respectively ∑︀ for sample B. For sample A, the sum of ranks is ∑︀ = 106. For sample B, the sum of ranks is ∑︀ = 194 (4). Then the value of U for sample A was calculated: For sample B: For sample A, = 116. For sample B, = 28 (4).
= · + = · + ( + 1) 2 2 ( + 1) − − ∑︁ ∑︁
Mann-Whitney U test is 28. The critical value of the Mann-Whitney U test for a given number of compared groups is 37.
28 ≤ 37, therefore the diferences in the level of the trait in the compared groups are statistically significant ( < 0.05). We can reject H0 because the data provide suficient evidence to conclude that there is a significant diference between the two samples. Hypothesis H0 is rejected at the significance level of 0.05 (or 5%). This indicates that the scores in the control group are systematically lower than in the experimental group.
Research-experimental verification of the developed methodology for integrating the curriculum of the discipline “Informatics: programming practicum” into the Minecraft game process proved its efectiveness and is recommended for implementation in the educational process.
The study underscores the potential of integrating educational content into popular gaming platforms like Minecraft to enhance learning outcomes, particularly in challenging subjects such as programming. The findings of the study demonstrate that by leveraging the Minecraft, educators can efectively engage students in learning complex programming concepts. The experimental verification of integrating programming curriculum content into Minecraft gameplay confirms its eficacy in enhancing student understanding and retention of programming principles.
These results suggest that Minecraft’s widespread popularity and versatile educational applications ofer a promising avenue for teaching various disciplines within computer science teacher training programs.
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