Reading in Minecraft: A Generation Alpha Case Study

Abstract

This qualitative case study reports the Four Resource Model (FRM) reading practices used by a Generation Alpha while playing the game Minecraft. The FRM skills of code breaker, text participant, text user and text analyst were investigated through data generated by observation, field notes, semi-structured interviews and a researcher reflective journal. The data was analysed using interpretative phenomenological analysis. Four key themes emerged: language and articulation; social and mentor integration; real-world connection; and, parent and child viewpoints. Across these themes the FRM reading practices are being used by this child to make meaning while playing Minecraft. This game presents a multimodal text which this child is able to successfully navigate while designing and creating a digital story in virtual spaces. Introduction We live in an age where there are rapid developments in technology that force us to adapt. Reading and verbal communication appear to be constrained as communication and language needs are expressed in and through devices instantaneously and in an abbreviated form, often using only a touch-screen device (McDonald’s Australia, 2017; Watt, 2010). Children are growing up in a digital world that is “infused with technology from the prenatal stage” (Merchant, 2015, p. 3). Access and use of technology devices at home has increased (Clark, Twining & Chambers, 2014). Another interesting point is the increase in use of downloaded applications available through online stores, App Store or Google Play etc., at both home and school (Clark, Twining & Chambers, 2014). Across society, age groups are classified by their generation. Of particular interest for this case study is Generation Alpha. This age group represents those children born since 2010, which is also the year of the first Apple iPad (Apple, 2017). Generation Alpha have lived surrounded by technology and gaming. Generation Alpha are the first generation that have lived exposed to an advanced technological environment. Bliton (2013, p. 1) reports that parents provide their children with a tablet device so that the children are “occupied for an hour so [they – the parent] can eat in peace.” A paradigm shift is taking place focusing on what children do with technology and not the reverse (Kervin, Verenikina, & Rivera, 2015). There are technology and multimedia skills within the twentyfirst century which contemporary society encounters (Seely-Flint, Kitson, Lowe & Shaw, 2014). As part of these changes learning within the classroom needs to be relevant and connected to the student’s interests and experiences outside of the classroom (Acosta, 2016; Bearne & Reedy, 2018). This means then that pedagogy should be evolving and changing to societal and cultural needs (Acosta, 2016; Bearne & Reedy, 2018). Education implemented in the classroom a hundred years ago focused solely on rote learning and memorisation which is no longer the only approach needed to meet the needs of today’s student (Shaffer, Squire, Halverson & Gee, 2004). Cash (2017) states that current pedagogy still appears to utilise memorisation and factual teaching. We are in a digital age where schools need to provide current equipment and digital learning experiences (Burnett, 2016) and incorporate multimodal literacy (Bearne & Reedy, 2018). However, learning is not limited just to the classroom. Children learn in various contexts and this study aims to investigate the literacy learning happening outside of the classroom in the home context. TEACHR TEACH Journal 13-1.indd 29 17/10/19 3:21 pm 30 | TEACH | v13 n1 v13 n1 | TEACH | 31 Research & Scholarship Literature Literacy is a term that is shaped by cultural, social influences and ideologies (Seeley-Flint et al., 2014). Multimodal literacy includes visual literacy skills which cover both print and digital literacy (Harvey, 2016). Harvey highlighted that there is limited research into literacy studies and education noting that the challenge exists in providing experiences that include today’s innovative literacies. This is evidenced by the increase of Information and Communications Technology (ICT) within the classroom where teachers are expected to utilise the multimodal tools available to enhance pedagogy. Leu, et al. (2011) acknowledge that new literacy skills are needed when using ICT where, for example, reading comprehension includes more than just the orthographic or print-based reading. This means that students need technology and literacy competence for multimodal practices. According to Gee (2003) games present the user with semiotic domains and new literacies. Video games utilise multi-modality through words, representations, diagrams and visual symbols to communicate specific meanings. Research for game play has focused on the negatives effects of video games, such as addiction, violence and depression; however, there are researched positive effects on the cognitive, motivational, social and emotional domains of the player providing a balanced perspective (Granic, Lobel & Engels, 2014). Our modern world uses various modes of language communication and digital reading where individuals are required to understand and have knowledge within a diverse range of semiotic domains. Between each genre language dramatically alters, which can present a wide spectrum of literacy and learning experiences and this is prevalent to gaming as well (Gee, 2003). Daniels, Brooks, Babson and Ritzhaupt (2010) make an interesting point that gaming is not bound just to the device or the application as it is played, but also includes social engagement. Opportunities for literacy interaction exist for the gamer within semiotic social spaces; through interactions with others who play; informative books or videos; and interactive online worlds and spaces, both within and outside of the game (Daniels, et al., 2010). Videos on YouTube or Twitch provide resources for gamers world-wide to learn more about the game, enhance their techniques, mimic the creativity of others or share their own work within the game with others. Lastowka (2011) reports that Minecraft does not provide assistance or direction for gamers; however, a search in 2017 on YouTube using the term “Minecraft” revealed 174 million videos showing YouTube is an external tool and resource for Minecraft gamers. Previous research on Minecraft and learning shows that YouTube is a valuable learning resource (Niemeyer & Gerber, 2015; Nebel, Schneider & Rey, 2016). Using YouTube to learn helps gamers to interact with digital tools and create prototypes for diverse audiences, thereby providing opportunities for motivation, tips and stimuli for gaming beginners, aiding them in their experience (Niemeyer & Gerber, 2015; Nebel, Schneider & Rey, 2016). These online digital environments enable groups of people with similar interests to communicate, develop and connect, thereby promoting and enhancing their learning through informal experiences (Daniels, Brooks, Babson & Ritzhaupt, 2010). Although the study by Daniels, Brooks, Babson and Ritzhaupt (2010) was limited in size it does highlight the need for investigation into the connection between technology and literacy models. Bebbington (2014) specifically states that this type of investigation needs to take place, particularly in regards to the development of reading, again highlighting the gap that exists in the literature. For this study Minecraft was chosen as the application to be connected with the literacy model. Minecraft is a three-dimensional Lego-like game released in 2011 which has since become one of the most globally used applications with more than 21 million copies sold for mobile devices (Nebel, et al., 2016). It was ranked as the top downloaded, paid application in 2017, by both the App Store and Google Play (Apple, 2017; Google, 2017). This game provides opportunity for the player to create and discover using a simulated landscape. The player explores, builds and learns strategies of survival while playing, through a trial and error process (Dezuanni & O’Mara, 2017). Younger children are reported using laptops, game consoles, and touch screen devices for gaming (Bearne & Reedy, 2018; Burnett, 2016; Kervin et al., 2015; Merchant, 2015). Increasingly, this application is being implemented in classrooms (Bos, Wilder, Cook & O’Donnell, 2014); however, there is limited research or knowledge on the impact that this application may have on a child’s literacy development, particularly their reading practice (Neumann, 2016: Neumann & Neumann, 2014). This study aimed to address this gap, investigating one child’s perspective of reading elements used when playing Minecraft. It was important in this investigation to interpret the perspective of reading from the child’s understanding in relation to gaming using Minecraft, hence the research question: What facets (if any) of Luke and Freebody’s Four Resource Model emerge whilst a seven-year old interacts with the popular application Minecraft? For this study the Four Resource Model (FRM) ” “new literacy skills are needed when using ICT ... more than just the orthographic or printbased reading ... students need technology and literacy competence for multimodal practices. TEACH Journal 13-1.indd 30 17/10/19 3:21 pm 30 | TEACH | v13 n1 v13 n1 | TEACH | 31 Research & Scholarship ” “The FRM is valued for its holistic application and capacity to conceptualise all literacy elements simultaneously, ... applied to a host of teaching and learning contexts by Luke and Freebody (1999) was selected as a simple framework to identify reading roles. The FRM provides four reader roles (Luke & Freebody, 1999; Serafini, 2012), namely: 1. Code breaker – decoding textual meaning 2. Text participant – engaging understanding proficiency 3. Text user – exhibiting pragmatic competence 4. Text analyst – modelling critical expertise The FRM was selected as the academic model because its theoretical framework and contem