Search Results (23)

This study addresses the impact of pandemics, economic limitations, and physical constraints on physical pilgrimage by proposing and evaluating a culturally sensitive, ritual-oriented virtual Boudhanath Stupa environment. Using user-centered design (UCD) and Behavior-Driven Development (BDD), the project created interactive ritual nodes on a Minecraft–VR platform, combining spatial configuration, symbolic elements, and exploratory freedom to move beyond static representation toward participatory engagement. A mixed-methods evaluation with 50 participants from diverse backgrounds and 2 Tibetan Buddhist experts showed positive feedback for aesthetic experience (M = 4.36) and user control (M = 4.62). Despite its non-photorealistic style, the environment was able to evoke a strong sense of presence and was recognized by experts as a “digital Dharma gate” suitable for younger audiences and those unable to travel to sacred sites. Limitations include a small sample size, a short evaluation period, and a lack of social interaction features. Future development will enhance guidance and feedback, expand narratives, support community co-creation, and introduce multi-user functions, providing a scalable framework for virtual religious cultural heritage. Full article

The aim of this study is to analyze the representation of geological, mining, processing, and environmental processes in platform Minecraft. Based on a methodological comparison of in-platform mechanics with technological and geoscientific procedures, the article assesses the degree of accuracy, simplification, and didactic applicability of individual processes related to the extraction and use of mineral resources. The analysis is structured into seven main thematic areas covering the entire resource value chain—from geological exploration through mining, ore beneficiation and processing, to quantitative indicators (e.g., waste-to-ore ratio), fluid resources, and environmental impacts. Special attention is given to the potential of modifications that significantly enhance the complexity and accuracy of simulated processes. The results show that Minecraft, enriched with thematic mods, can serve as an accessible and flexible tool for the popularization and education of industrial and geoscientific processes, while engaging a wide range of audiences. Full article

Digital tools, especially games, are increasingly important for enabling citizen participation in urban planning. Among these, Minecraft has been widely utilized to engage children, leveraging its virtual environment to represent geospatial data. However, systematic methods for collecting and analyzing player-generated data within Minecraft remain underexplored. Playful Participatory Planning System (P-PPS) framework that transforms player actions (e.g., building, removing, planting) within Minecraft, using OpenStreetMap (OSM) data to create game environments, back into geospatial data for analysis. The framework’s applicability was demonstrated through two case studies, one with 58 schoolchildren and 18 adults in Ireland. The results reveal that schoolchildren, while highly engaged, demonstrated a high density of actions within limited areas, suggesting a need for guidance on spatial distribution and ecological considerations. In contrast, adults prioritized the urban context and exhibited greater spatial consistency in their actions. Challenges emerged in managing online interactions, emphasizing the need for clear guidelines and moderation strategies. This research demonstrates the potential of Minecraft as a platform for participatory urban planning, exploring its use as a collaborative immersive mapping tool. Full article

Deep Q-Networks (DQNs) have shown remarkable results over the last decade in scenarios ranging from simple 2D fully observable short episodes to partially observable, graphically intensive, and complex tasks. However, the base architecture of a vanilla DQN presents several shortcomings, some of which were mitigated by new variants focusing on increased stability, faster convergence, and time dependencies. These additions, on the other hand, bring increased costs in terms of the required memory and lengthier training times. In this paper, we analyze the performance of state-of-the-art DQN families in a simple partially observable mission created in Minecraft and try to determine the optimal architecture for such problem classes in terms of the cost and accuracy. To the best of our knowledge, the analyzed methods have not been tested on the same scenario before, and hence a more in-depth comparison is required to understand the real performance improvement they provide better. This manuscript also offers a detailed overview of state-of-the-art DQN methods, together with the training heuristics and performance metrics registered during the proposed mission, allowing researchers to select better-suited models to solving future problems. Our experiments show that Double DQN networks are capable of handling partially observable scenarios gracefully while maintaining a low hardware footprint, Recurrent Double DQNs can be a good candidate even when the resources must be restricted, and double-dueling DQNs are a well-performing middle ground in terms of their cost and performance. Full article

The United Nations adopted the Sustainable Development Goals in 2015 as a call to “end poverty, protect the planet, and ensure that by 2030 all people enjoy peace and prosperity”. The UK-based Science Hunters programme uses Minecraft to engage children with Science, Technology, Engineering, and Maths. Its Engineering for Sustainable Societies project engaged children from under-represented backgrounds with engineering and the Sustainable Development Goals. We conducted mixed-methods interviews with eleven teachers, with objectives of exploring their needs and views with regard to this opportunity to use Minecraft and engineering to engage their students with the Sustainable Development Goals. Inductive thematic analysis of the qualitative data indicated that teachers were interested in the appeal and creativity of Minecraft, opportunities to creatively learn about and explore engineering at various ages, and real-world relevancy. Access barriers and the unlimited nature of the game were concerns. They felt that students would gain greater understanding of sustainability and what they can do, and deep exploration of the topic at their own level. Overall, it was felt that engineering and the Sustainable Development Goals, explored in Minecraft, could give children the opportunity to think about the future of the world they live in. Full article

The need for sustainability-oriented K–12 engineering education that expands beyond the classroom and the increased accessibility of educational technologies create an opportunity for examining the affordances of educational technologies in low-stakes informal engineering education settings. In this paper, we share our experiences of using novel technologies to develop sustainability-oriented mental models in K–12 informal engineering education. Through the use of technologies including Augmented Reality (AR), Virtual Reality (VR), Minecraft video games, Tinkercad (browser-based application for computer-aided design (CAD)), and physical computing, we have designed and tested approaches to introduce students to engineering design and engineering habits of mind with an overarching theme of developing sustainability-oriented mental models among K–12 youth in informal engineering education spaces. In this paper, we share our approaches, and lessons learned, and outline directions for future research. Full article

Teaching/learning programming is complex, and conventional classes often fail to arouse students’ motivation in this discipline. Therefore, teachers should look for alternative methods for teaching programming. Information and communication technologies (ICTs) can be a valuable alternative, especially virtual worlds. This study measures the students’ motivation level when using virtual worlds to learn introductory programming skills. Moreover, a comparison is conducted regarding their motivation levels when students learn in a traditional teaching setting. In this study, first-semester university students participated in a pedagogical experiment regarding the learning of the programming subject employing virtual worlds. A pre-test-post-test design was carried out. In the pre-test, 102 students participated, and the motivation level when a professor taught in a traditional modality was measured. Then, a post-test was applied to 60 students learning in virtual worlds. With this research, we have found that the activity conducted with virtual worlds presents higher motivation levels than traditional learning with the teacher. Moreover, regarding gender, women present higher confidence than men. We recommend that teachers try this innovation with their students based on our findings. However, teachers must design a didactic model to integrate virtual worlds into daily teaching activities. Full article

Due to the rapid advancement of technology, environmental sustainability education has gained significant attention. This study aimed to explore the effect of the metaverse on green building concept learning, creative design performance, and learning engagement. This research was conducted with 61 students from a public high school, employing a quasi-experimental design with nonequivalent groups. The experimental teaching theme was green building education, where the experimental group used online metaverse with Minecraft-assisted teaching, while the comparison group used internet images for assistance. Our research results were as follows: 1. The metaverse had a large effect size on the example dimension of concept learning but no significant effect on the linkages, hierarchical structures, or cross-linking terms. 2. The metaverse significantly enhanced creative design performance, including value, usability, novelty, and elaboration. 3. The metaverse had a significant effect on learning engagement, particularly in learning attitudes. Full article

This article explores the integration of digital games, specifically Minecraft, within Sámi educational contexts. The qualitative case study was based on a development project in Sámi teacher education, exploring key aspects highlighted by pre-service teachers when using Minecraft during their practice periods with primary school children. Given the significant role teachers play in instructional organisation, this article aims to identify specific areas where pre-service teachers may benefit from additional support and training to enhance their preparedness for the classroom. Incorporating Sámi educational frameworks and digital competencies into Sámi teacher education, we utilised the digital competence of future teachers (DCFT) model to guide data collection and analysis. This involved distributing anonymous online questionnaires to pre-service teachers (n = 17). Our findings indicate the transformative potential of digital games in Sámi education, particularly in the use of Sámi as a gaming language and Sámi cultural game content. The article emphasises the relevance of digital technologies in preserving and revitalising Indigenous languages and cultures to better understand how to leverage these tools effectively in culturally relevant ways. By utilising contemporary digital tools within an Indigenous education, educators can enhance cultural continuity and empower Indigenous communities in the digital age. Full article

This study explores the educational adoption of Minecraft as a boundary-crossing practice in primary schools. Previous research indicates that Minecraft can facilitate connections between educational activities and students’ out-of-school experiences, promoting the development of skills such as creativity, innovation, and collaboration. Using a qualitative approach, this study analyzed group interviews with 37 primary school students who participated in a Minecraft-based school project. The analysis focused on instances of boundary crossing associated with the Minecraft activity, allowing an examination of how various socio-cultural boundaries were overcome. The results suggest that educational activities in Minecraft can facilitate connections between school and out-of-school contexts. Moreover, the results indicate that Minecraft can serve as an interdisciplinary learning environment, enabling students to acquire knowledge and skills across diverse domains and disciplines. The analysis also underscores the significance of teachers’ design work in transforming the game into an educational resource. Overall, this article argues that the educational adoption of Minecraft has the potential to foster the construction of continuity between students’ different spheres of life, as well as prompting a reconsideration of students’ previous cultural classifications and social positions. Full article

The comprehension of the fire evacuation process is crucial for developing effective evacuation management strategies to enhance pedestrian safety. In this study, we construct a classroom with internal obstacles forming intersecting pathways in Minecraft, and conduct a series of virtual evacuation experiments involving multiple pedestrians to investigate the pedestrian behaviors. Case studies in a single-exit classroom demonstrated that normal obstacles and fire in the main evacuation path prompt pedestrians to detour, and pedestrians exhibit fire-avoidance behavior in advance during fire emergency. In the two-exit classroom experiments, normal obstacles have a limited effect on the exit choices of pedestrians, as they primarily choose the nearest exit. Pedestrians positioned in the center of classroom are influenced by their initial orientations, and some pedestrians opt for exits in their initial facing directions. The presence of fire has a greater influence on pedestrians’ exit choices, with most opting for exits away from the fire. Furthermore, during fire emergencies, some pedestrians engage in risk-taking behavior by choosing higher-risk paths in pursuit of a faster evacuation. These adventurous pedestrians proactively plan routes that maximize their distance from the fire and exhibit orderly queuing behavior. These findings are helpful to reveal pedestrian behaviors during fire emergencies. Full article

In this exploratory case study, we investigated children’s ways of experiencing virtual worlds, such as Minecraft, and how this may affect their understanding of nature, scientific phenomena, and sustainable development; that is to say, Minecraft was explored as a boundary object in children’s making activities with Minecraft. The research questions that guided the study are: In what ways may Minecraft act as a boundary object between children’s formal and informal learning about science and sustainable development? In what ways may Minecraft act as a boundary object when children build relationships with nature? Semi-structured interviews were conducted with six children. A thematic analysis approach was used to analyze the interviews. This study shows that in the Minecraft context, the children gained a breadth of everyday experiences related to scientific phenomena and sustainability. Further, the findings indicate that children merged their experiences in the virtual world with experiences in the physical world. In this sense, Minecraft involves science and sustainability content that crosses the boundary between the virtual world and reality. Thus, we suggest that Minecraft bridged children’s physical and virtual relationships with nature; that is to say, Minecraft became a boundary object that allowed children to experience nature and encounter knowledge that they would not otherwise have been able to experience. Full article

Institutions and cultures usually evolve in response to environmental incentives. However, sometimes institutional change occurs due to stochastic drivers beyond current fitness, including drift, path dependency, blind imitation, and complementary cooperation in fluctuating environments. Disentangling the selective and stochastic components of social system change enables us to identify the key features of long-term organizational development. Evolutionary approaches provide organizational science with abundant theories to demonstrate organizational evolution by tracking beneficial or harmful features. In this study, focusing on 20,000 Minecraft communities, we measure these drivers empirically using two of the most widely applied evolutionary models: the Price equation and the bet-hedging model. As a result, we find strong selection pressure on administrative and information rules, suggesting that their positive correlation with community fitness is the main reason for their frequency change. We also find that stochastic drivers decrease the average frequency of administrative rules. The result makes sense when viewed in the context of evolutionary bet-hedging. We show through the bet-hedging result that institutional diversity contributes to the growth and stability of rules related to information, communication, and economic behaviors. Full article

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. Full article

The purpose of this paper is to explore the potential of Minecraft’s game environment for urban planning with older and younger children in a public school in Tirol town, Brazil. Minecraft is employed as an innovative tool to tackle the present lack of engagement and involvement of key societal actors such as children and young people in urban planning. Thus, how can games support children to co-design their future city? Which heritage values do they represent graphically in the game environment? Geogames are games that provide a visualization of a real spatial context and in this study, Minecraft is the tool which we use to explore youth engagement. We designed two experiments, which tested Minecraft as a geogame environment for engaging young people in urban planning. These experiments were conducted with children, who emerged as active emancipated actors to bring their values to the planning practice. The playtesting results revealed the potential of Minecraft to keep children engaged in the design workshop, as well as their relevant ludic ability to co-create walkable, green, and interactive places. New research questions arose about the potential of creating a culture of planning among children in order to motivate other social actors to share responsibilities for sustainable development and management. Full article