DIGITALSOCIAL INTEGRATION THROUGH COOPERATIVE AND COLLABORATIVE LEARNING: A PROPOSAL FOR SECONDARY EDUCATION USING MINECRAFT
1 University of Málaga, Andalucia Tech, Department of Chemical Engineering, Campus de Teatinos (SPAIN)
2 Department of Inorganic Chemistry, Crystallography and Mineralogy (Unidad Asociada al ICP-CSIC), Faculty of Sciences, University of Málaga (SPAIN)
3 Catalysis Engineering, Department of Chemical Engineering, Delft University of Technology (NETHERLANDS)
2 Department of Inorganic Chemistry, Crystallography and Mineralogy (Unidad Asociada al ICP-CSIC), Faculty of Sciences, University of Málaga (SPAIN)
3 Catalysis Engineering, Department of Chemical Engineering, Delft University of Technology (NETHERLANDS)
About this paper:
Appears in: ICERI2023 Proceedings
Publication year: 2023
Pages: 3223-3227
ISBN: 978-84-09-55942-8
ISSN: 2340-1095
doi: 10.21125/iceri.2023.0846
Publication year: 2023
Pages: 3223-3227
ISBN: 978-84-09-55942-8
ISSN: 2340-1095
doi: 10.21125/iceri.2023.0846
Conference name: 16th annual International Conference of Education, Research and Innovation
Dates: 13-15 November, 2023
Location: Seville, Spain
Dates: 13-15 November, 2023
Location: Seville, Spain
Abstract:
The goal of high school education is converting students into citizens. This includes professional skills, as well as basic values like tolerance and respect to others. In this sense, Spanish educational law includes those values as “key competences”, highlighting the inclusion and the culture of the non-discrimination.Minecraft is a popular game among teenagers, and it has been used as a tool for teaching math, geology or biology contents in the context of gamification. Its ability to be modified by mods and change their source code relatively easy, gives Minecraft a huge potential to control the gameplay. Nevertheless, its use as promotion tool for social inclusion has not been yet addressed.
In this sense, this contribution proposes an activity leading to evince the difficulties of disabled people to conduct the same activities as the rest of people do by experiencing the disability through the game. An additional goal of this activity is making students realizing the hidden potential of disabled people to perform some other activities.
In this proposal the building of an “inclusive house” is proposed to students. They will be grouped in 5 or 6 students, among which some disadvantages will be distributed, like impossibility to interact with objects or jump, slower movement, limited field or low resistance to enemies’ attacks. But also, some advantages could also be given to the most penalized person, like higher damage against enemies, additional inventory or faster mining. The students need to achieve that every person, regardless of the disadvantage they have, were able to transit around the house without any barrier and they all should survive during the night or in the mines, where they should collect some valuable construction material (and where the enemies appear). They also should collaborate with each other to finish the house at a specified time and creativity will also be evaluated.
As a final activity, each group of students should present their house to the whole class and assess the challenges that they have overcome and how they had been able to solve them as a team.