Learning with Minecraft and Kodu: Examining Complex Problem-Solving Strategies

Abstract

The purpose of this research is to examine how game-based learning coupled with the problem-based learning pedagogy affects students’ ability to solve complex, ill-defined problems. This study examines two cases of digital game-based learning in a secondary school in Korea: Social Studies class where students learned the complexity of urban planning with Minecraft; Science class where students learned the topic of air pollution with Kodu. The students were presented with open-ended problems that they discussed and solved as groups. Discourse data was transcribed and content-analyzed according to the coding framework on the patterns of complex problem-solving strategies. Overall, we found that game-based learning with Minecraft and Kodu, coupled with a PBL curriculum, can help students in tackling complex, ill-defined problems by improving their use of models and planning practices. In conclusion, we discuss the implications of this study concerning the potential and challenges of digital game-based learning in preparing students for the changing world.