Date of Award
12-2020
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Alisha Brandon
Department/School
Elementary Education, Montessori Elementary Education
Abstract
The purpose of this study was to find out whether playing Minecraft: Education Edition would help in-class and remote students make personal connections. This action research project took place in a Grade 3, 4 and 5 public Montessori school during the COVID-19 pandemic of 2020. Of the 23 students, 14 were present in the classroom, while nine others were transitional learners with separate online teachers. Students were asked to reflect on their interactions with other players through interviews, journals and surveys. Parents participated by completing a pre-and post-survey. Students reported an increase in friends and acquaintances matching quantitative data collected by the teacher. Remote learners did not make as many connections as in-class students, likely due to technical difficulties with software and scheduling differences. Implications around the game's colonial mission, racial and gender bias as well as environmental sustainability, need further research.
Recommended Citation
Lessoway, Dawn. (2020). Minecraft and Montessori: Connecting In-class and Remote Students During COVID-19 Restrictions. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/385
Previous Versions
Earlier version (withdrawn)
Earlier version (withdrawn)
Included in
Educational Methods Commons, Elementary Education Commons, Online and Distance Education Commons