Background. Qian and Clark reported that little is known on the acquisition of 21st-century skills through video games and no educational model exists on how to best teach these skills in the classroom. Studies that explore educational models exhibited through video games like
Minecraft
contribute to the growing body of research in the field of game studies, game-based learning, and virtual environments.
Aim. The purpose of this qualitative case study was to explore the 21st-century design processes, skills, and behaviors of high school gamers in order to generate an educational model that illustrates how those classroom gamers attempted to critically think, create, communicate, and collaborate (Four Cs) in
Minecraft
.
Method. The triangulated data collection included six qualitative case study interviews, observation data (with demographics) from thirteen participants, and visual artifacts from six classes grounded in social constructivist, social constructionist, and interpretivist theories. It should be noted that ninety-five students collaborated with the participants on the six
Minecraft
projects.
Results. The data collection generated two educational Four Cs models that illustrate the participants’ leadership and design processes. Four 21st-century themes emerged from the research study: 1.) Leadership:
Models
for Design 2.) Navigating the 3D World, 3.) Think Outside-the-Box, and 4.) Real-world Connections.
Conclusions. It can be concluded that
Minecraft
can help students learn to problem-solve, improve their research skills, be resourceful, multitask, and develop their social skills through teamwork (Four Cs). When students are given a task in
Minecraft
they will self-organize and student leaders will emerge.
Minecraft
challenged the participants to assess a problem, analyze it from another perspective, and find a creative solution collaboratively.
