Innovator: Volkan Tirpanci, https://www.linkedin.com/in/volkan-tirpanci-54069a169/
Organisation: Esenler Prof Dr Sadettin Ökten Bilim ve Sanat Merkezi, Istanbul
Setting of the practice: online
Description of the practice:
Our project is a computer game suitable for educational environments designed to raise awareness about space, space stations and space technologies at an early age. Our subject, space, can be very dull when it is presented with informational texts and some dark pictures of space. We will present space in a much more interesting way and it also enables learners to interact with the learning environment.
In our game, we examined the international space station and built the exact same model of it in our game, and we tried to show the technologies used in the international space station and the solutions specific to the space environment in the game.
In the field of education, it is not always possible to arouse interest in students and provide the necessary motivation. Especially, for non-practical subjects is not feasible in many cases. We thought that we could solve this chronic problem with a computer game that could be actively involved in the learning process of students. We have used the gamification method in our practice. With the help of gamification, we’ve made learning more interactive, fun, challenging, and also improve our students’ retention of information.
We designed our game in the educational version of Minecraft because of the special opportunities it offers to the educational environment and where we can also use our coding skills. Python-based block-based coding and Minecraft command codes are used in our game. By combining the hyper-reality environment of Minecraft with virtual reality glasses, we have enabled those who will play our game to feel this environment more and have an unforgettable experience. We have also made our game playable on a total of six platforms, with Android or IOS phones and tablets, as well as virtual reality glasses (Standalone or phone supported) so that it can spread to a wider audience.
Students will be an active element of the learning environment with the game and their participation will be more willing. During the game, learning by playing games is highly effective in terms of internalizing theoretical knowledge. In our game, players have to learn information about space and space stations and complete the game with an adventure in which these are evaluated in the game environment. Students, as the active element of the learning environment, is quite an innovative way to present academic subjects in classes. There are many games that students play and learn. However, by using virtual reality glasses the students become one of the main elements of the learning environment.
Our game has a great potential for transferability to present other academic subjects. Many different games on various subjects can be created in Minecraft Education, which offers many educational features like digital classroom management or educational tools posters or camera and portfolio tools.
According to Greenfield (2001), an increase in the ability to understand graphics in computer games leads to a better understanding of scientific simulations. In addition, learning in a game environment is an extremely useful form of learning in terms of developing problem-solving skills. Again, according to Greenfield (2001) in computer games, since nobody tells you the rules beforehand, we develop our "rule discovery" skills through observation, trial and error and hypothesis testing in video games. On the other hand, considering the popularity of Minecraft among students, learning with our game will be an extra motivation for them.
Please log in or sign up to comment.