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The impact of Minecraft on the English learning of middle school

students in China

Alicia Fang, Annie Li, Aurelius Li & Jerry Liu.

Affiliated High School of South China Normal University, International Department

Y12 English - Annotated Bibliography Project

Alex Li

December 4th, 2023

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Author Note

Alicia Fang: Annotation and Research Question

Annie Li: Annotation and Conclusion

Aurelius Li: Annotation

Jerry Liu: Introduction and Annotation

Introduction
In recent years, the use of video games in educational contexts has gained
increasing attention, with Minecraft emerging as a particularly promising tool in
language learning environments. Scholars such as Petrov (2018) and Liu et al. (2020)
have highlighted the game's potential in enhancing student engagement and
facilitating interactive learning experiences. These studies emphasize Minecraft's role
in fostering a more dynamic and participatory approach to language acquisition,
moving away from traditional rote learning methods. This is particularly relevant in
the context of high school English education, where student motivation and
engagement can significantly influence language proficiency outcomes.
However, there remains a notable gap in the existing research regarding the
specific mechanisms through which Minecraft can be effectively integrated into high
school English curricula. While previous studies have demonstrated the game's
overall potential in educational settings, there is a lack of detailed analysis focusing
on its application in high school language learning. Therefore, this study aims to
investigate the specific pedagogical strategies that can be employed using Minecraft
to enhance English language learning among high school students. Secondly, it seeks
to address the gap in understanding how Minecraft can be aligned with curriculum
standards and learning outcomes in high school English education. Thirdly, this study
also purports to explore the impact of Minecraft-based learning activities on students'
language skills, including vocabulary acquisition, reading comprehension, and oral
communication proficiency. By delving into these aspects, the research seeks to
provide a comprehensive framework for educators to effectively incorporate
Minecraft into their teaching methodologies, ultimately enriching the English learning
experience for high school students.

Research Questions/Hypotheses

1. How does the game "Minecraft" affect English word learning? To what extent?
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2. Does Minecraft have an impact on Chinese high school students’ English?

Annotated Bibliography

Smith, S. A., & Li, Z. (2020). Closing the enjoyment gap: Heritage language maintenance
motivation and reading attitudes among Chinese-American children. International Journal of
Bilingual Education and Bilingualism, 25(3), 1070–1087.

Summary:
The study investigates the motivational factors and reading attitudes influencing
heritage language learning among Chinese-American children. It employs Dornyei's
L2 Motivational Self System to explore the constructs of 'ideal heritage language self'
and its impact on language learning effort. The research highlights the unique context
of HL Chinese maintenance, driven by a rise in community language programs in the
U.S. The study's findings reveal a significant correlation between the ideal HL self
and effort in language learning, though less pronounced than in other contexts. It also
uncovers a negative relationship between reading attitudes in English and Chinese,
suggesting language learning complexities and cultural factors at play.

Evaluation & Reflection:

This study is credible and relevant, providing insights into the under-researched
area of heritage language learning among Chinese-American children. It robustly
utilizes established psychological frameworks and offers comprehensive data analysis,
enhancing its reliability. The study's findings are significant in understanding the
dynamics of heritage language maintenance among bilingual children in the U.S. It
contributes to my research on bilingual education by highlighting the role of
motivation, age, and digital environments in language learning. These insights are
pivotal in formulating effective bilingual educational strategies and understanding the
challenges faced by HL learners.

Cipollone, Maria, et al. “Minecraft as a Creative Tool.” International Journal of Game-based

Learning, vol. 4, no. 2, Apr. 2014, pp. 1–14. https://doi.org/10.4018/ijgbl.2014040101.

Summary:
This article, authored by Maria Cipollone, Catherine C. Schifter, and Rick A.
Moffat from Temple University, examines the educational potential of Minecraft. The
study explores Minecraft's use in a high school literature class, focusing on the
presentation of characterization and plot through student-made machinima (films
created in the game world). The authors highlight Minecraft's unique ability to enable
students to demonstrate their understanding of concepts creatively, an opportunity that
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would be less feasible in a real-world setting. The constructionist nature of Minecraft

encourages a different style of instruction, moving away from traditional classroom
methods.

Evaluation & Reflection:

The study’s methodology of observing Minecraft's use in an educational setting
and analyzing student-created content provides relevant insights into the game's
educational applications. The case study approach, while detailed, may limit the
generalization of findings. This source directly relates to the research question of how
digital tools like Minecraft can enhance learning in formal educational settings. It
provides evidence of Minecraft’s effectiveness in fostering creativity and deeper
understanding of literary concepts among students. The article’s insights are
particularly valuable in considering the integration of game-based learning tools into
mainstream education, aligning with the thesis that digital tools can transform
traditional educational approaches. However, the study also raises questions about the
broader adoption of such tools in formal education systems, given institutional and
cultural constraints.

Kommers, Piet, Ed, et al. Learning a Language Through Gaming: A Minecraft

Game Design for Negotiation of Meaning and Co-Construction of
Knowledge. Proceedings of the International Association for Development
of the Information Society (IADIS) International Conference on
Educational Technologies (6th, Hong Kong, February 8-10, 2019).
secretariat@iadis.org; Web site: http://www.iadisportal.org 2019, 2019.

Summary:
The journal article, titled "Learning a Language Through Gaming: A Minecraft
Game Design for Negotiation of Meaning and Co-Construction of Knowledge,"
explores the design and implementation of a Minecraft game aimed at facilitating
language learning through collaborative play. The authors delve into the theoretical
foundations of language learning, particularly in the context of role-playing and the
use of massively multiplayer online role-playing games (MMORPGs). They also
discuss the existing literature on Minecraft's applications in educational settings. The
game design is informed by Gagné's Nine Events of Instruction, and it consists of
various scenarios within Minecraft where players can negotiate meanings,
communicate, and co-construct knowledge. The scenarios include exploring
landmarks, enjoying an amusement park, attending a friend's house party, and
designing a shared house. The authors present the activities within these scenarios as
opportunities for language learners to engage in meaningful communication, negotiate
meanings of unfamiliar words, and collaboratively build knowledge.
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Evaluation & Reflection:

The article provides a comprehensive exploration of the theoretical foundations
supporting language learning through gaming, specifically using Minecraft. The
incorporation of Gagné's instructional design theory adds a structured framework to
the game design. The detailed description of each scenario and its alignment with
language learning goals demonstrates careful planning. The pilot test involving
technology teachers is a valuable step in assessing the initial feasibility of the game.
The feedback from the teachers provides insights into the strengths and weaknesses of
the game design, with an emphasis on the need for additional features to enhance
replayability. While the article effectively communicates the conceptualization and
design of the Minecraft game, it would benefit from more details on the participants,
potential challenges faced during the pilot test.
This article also highlights the potential of integrating gaming, particularly
within the Minecraft platform, into language learning contexts. The emphasis on
negotiation of meaning and collaborative knowledge construction aligns with
contemporary approaches to language education that prioritize communicative
competence. The pilot test results offer a practical perspective on the game's usability
and point to areas for improvement. As technology evolves, incorporating features
that enhance adaptability and engagement, as suggested by the teachers, will be
crucial for the game's success. Future research should focus on expanding the
participant pool, conducting a more in-depth analysis of the game's impact on
language learning outcomes, and addressing the limitations identified in the pilot test.
Overall, the article contributes to the discourse on innovative language learning
methodologies through gamification.

Nkadimeng, M., & Ankiewicz, P. (2022). The Affordances of Minecraft Education

as a Game-Based Learning Tool for Atomic Structure in Junior High
School Science Education. Journal of Science Education and Technology,
31, 605 - 620. https://link.springer.com/article/10.1007/s10956-022-09981-
0

Summary:
"The Affordances of Minecraft Education as a Game-Based Learning Tool for
Atomic Structure in Junior High School Science Education" explores the use of
Minecraft Education (Minecraft Edu) as a game-based learning (GBL) tool for
teaching atomic structure in junior high school. The study aims to investigate the
experiences of students using Minecraft Edu and its potential benefits in making
abstract concepts, particularly atomic structure, more concrete and understandable.
The research is qualitative and conducted with a class of 20 grade 8 students in a
South African well-resourced private school. The findings suggest that students,
especially those familiar with game mechanics, found the use of Minecraft Edu
enjoyable, making atomic structure more accessible, engaging, and easier to
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understand. The study highlights positive outcomes such as increased motivation,

collaborative learning, and the promotion of critical thinking skills. However,
challenges were observed among students unfamiliar with game mechanics, indicating
a need for careful consideration of students' prior knowledge and familiarity with
digital tools.

Evaluation & Reflection:

The article provides a comprehensive exploration of the potential benefits and
challenges of using Minecraft Edu for teaching atomic structure. The qualitative
research approach, including observations, interviews, and triangulation methods,
enhances the credibility of the findings. The study addresses a gap in the literature,
emphasizing the importance of using innovative tools to enhance science education.
The use of constant comparative analysis, aligned with Merriam's approach, adds
rigor to the data analysis process. The incorporation of quotes from students enriches
the narrative, offering insights into their experiences and perceptions. The study
recognizes the importance of addressing different learning needs and experiences,
acknowledging that not all students may be equally familiar with digital GBL tools. In
any case, impediments incorporate the particular setting of the ponder (South African
private school, review 8 understudies), which may constrain the generalizability of the
discoveries. Also, the article might advantage from a more point by point talk of the
restrictions and potential inclinations related with the inquire about plan.
The article underscores the potential of Minecraft Edu as a valuable tool for
teaching complex scientific concepts. It prompts educators and researchers to consider
the role of digital GBL tools in addressing the challenges associated with abstract
topics like atomic structure. The emphasis on the need for familiarization with game
mechanics before implementation highlights the importance of understanding
students' digital literacy skills.As education continues to evolve, the study encourages
further research into the integration of Minecraft Edu with other teaching aids,
expanding the exploration beyond atomic structure to different curriculum topics and
learning contexts. The findings inspire a reflection on the dynamic nature of
contemporary education, where innovative tools can enhance engagement,
collaboration, and critical thinking among students. Overall, this article contributes to
the ongoing discourse on the integration of digital GBL tools in science education,
paving the way for future investigations and practical implementations in diverse
educational settings.

Al-Haqbani, Musab Khalaf. "Implementing Minecraft as a Tool to Teach

Vocabulary in a Saudi Intermediate School: An Experimental Study."
English Language Teaching 16.1 (2023): 1-77.

Summary:
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To sum up, this study aimed to investigate how well vocabulary can be taught
using Minecraft. The results showed that games are used to teach and improve
curricula in addition to being fun. Additionally, the results of the current study
demonstrated that students who learned vocabulary using Minecraft performed better
than those who learned vocabulary using traditional teaching methods. Given that
most students consider gaming to be a regular part of their lives, this is not surprising.
Since the researcher found that pupils who used Minecraft felt more involved than
those who used traditional methods, it is important to consider the motivation
component.The students in the experimental group expressed their delight at the
conclusion of the study, expressing how much they had enjoyed it and how it had
improved their cognitive presence.

Evaluation & Reflection:

The limitation of this journal is even though the present study serves well for
those who would like to integrate technology with method of teaching, there are some
limitations to bear in mind. Moreover, clarifying these limitations would help other
researchers to conduct their research differently. The period of conducting this
research is short to some extent. That is due to the regulation proposed by the
administration of the school board. Another limitation was the number of the control-
group and the experimental group is not that numerous. Furthermore, the researcher
was only able to select students from the same class (again due to the regulation of the
board). In addition, the researcher conducted the study on one gender (males), leaving
to a case of gender variation regarding whether it is applicable or not. The validity is
Multiple-choice items ensured the validity of the pre-test and post-test. A competent
teacher who holds a Ph.D. in CLIL (Content Language Integrated Learning) has
approved submitting both pre-test and post-test. The test is practical in that it stayed
within appropriate time constraints (30 minutes). It is also reliable and consistent, and
if it was given to other students on two different occasions, the test would yield
similar results. The post-test is valid because it assesses the objectives of what has
been taught. The paired t-test on SPSS was carried out to find any significant
differences in the mean scores between the results of the pre-test and post-test of
vocabulary mastery. Since the data shows that the study test enjoys statistically
acceptable stability. The total stability coefficient value (Pearson Correlation)
amounted to (0.836) which is a high degree of stability and trustful when applying the
present study.

Imam Sudarmaji, Danu Yusuf. "The Effect of Minecraft Video Game on Students’
English Vocabulary Mastery." September 2021, JETAL Journal of English
Teaching & Applied Linguistic 3(1):30-38

Summary:
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The results revealed that Minecraft has better score result than the conventional
method. Besides, the students’ behavior also resulted to be better than the
conventional method. The survey also revealed that the students agreed that Minecraft
was making the learning easier, less boring, less stressful and happier. However, the
results could not be generalized due to the small sample taken in this research.

Evaluation & Reflection:

The limitation of this journal is the amount of the research sample is too small
that is not representative. Also, Minecraft, as a one typical game, can be limited in the
aspect of English word.
The journal contain the data about how learning with Minecraft could improve
the grade of the English Test and the contrast between the control group. There are
also students' study habit data that can prove that studying by playing game can
enhance the learning efficiency.

York, J. (2014). Minecraft and language learning. Minecraft in the Classroom:

Ideas, inspiration, and student projects for teachers, 179-196.

Summary:
This is a minecraft-based language learning project, codenamed “Kotoba Miners”
(KM), dealing with Japanese, English and possibly other languages. The writer relates
their own experience in acquiring languages within virtual worlds and the value in
using online communities in language learning. Simplicity of minecraft makes it a
perfect tool that gives students a control over elements they want to manipulate such
as content, aesthetics and game play. Unlike others, KM project uses an open Bukkit
server which allows a public access day and night.
Safe, virtual reality setting for Japanese students to study English; project
developed during half a year. This led to the creation of a similar learning
environment for English speaking students to learn Japanese. This resulted to a
change in project goals due to some English language speakers who joined the same
server and intended to learn more about Japanese.

Evaluation & Reflection:

Evaluation:
The article draws useful lessons on how to implement Minecraft in foreign
language practice highlighting the attractiveness of Minecraft’s ease and adaptability.
An open server facilitates connectivity ensuring an all embracing population of
students globally. The personal experience of the author makes the story more
believable and gives it a better chance of success.
Nevertheless, the study did not provide much information about learner’s
outcomes. Besides, there is a possibility for partial prejudice caused by the author’s
engagement. Also, a change in project objectives could make people ask if there was
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any use at all in Japanese students using English language lessons.

Reflection:
This source supports argument about the possible contribution of Minecraft to
English teaching in Chinese middle schools. Provides an illustration how Minecraft
can be used in language teaching and demonstrates its flexibility as an e-learning
environment. Such shift would also entail reflection on unexpected education chances
one might encounter within a linguistic environment when playing games. For
instance, you could also refer to discussions centering on accessibility and community
engagement with regards to the use of an open server model.

Bilanti, Eka, et al. ‘Developing a Minecraft Adventure Map to Support Eleventh

Grade Senior High School Students’ Vocabulary Learning’. IDEAS: Journal
on English Language Teaching and Learning, Linguistics and Literature, vol.
10, no. 2, Dec. 2022, pp. 1379–93. DOI.org (Crossref),
https://doi.org/10.24256/ideas.v10i2.3000.

Summary:
The journal article discusses the development of a Minecraft adventure map as a
learning medium to support eleventh-grade senior high school students' vocabulary
learning. The study follows the ADDIE model (Analyse, Design, Develop,
Implement, and Evaluate) and focuses on the Analyze, Design, and Develop stages.
The development aims to address the challenges of vocabulary learning, considering
the vast amount of vocabulary and limited time in schools, aggravated by the COVID-
19 pandemic. Independent learning through technology, particularly video games, is
proposed as a solution. The researchers emphasize the potential benefits of using
Minecraft for educational purposes, such as enhancing motivation, engagement, and
collaboration among students.

Evaluation & Reflection:

The study follows a systematic development research approach, incorporating
teacher interviews, curriculum analysis, and internal evaluations. The internal
evaluation by English teachers indicates that the product is strongly appropriate in
terms of content, language, and presentation. Some revisions were suggested, and
after implementation, the product received positive responses from students. The
article provides valuable insights into utilizing technology, specifically Minecraft, for
language learning. It highlights the importance of independent learning, especially
during challenging times like the COVID-19 pandemic. The positive responses from
students suggest that gamified learning environments can be engaging and effective
for vocabulary acquisition.
The research contributes to the growing body of literature on integrating video
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games into education, specifically focusing on Minecraft for language learning. The
study's methodology, incorporating the ADDIE model, provides a structured
framework for the development of educational games. The positive outcomes and
students' enjoyment of the product emphasize the potential of gamification in
language education. However, the study acknowledges limitations, such as the novelty
of using video games in classrooms and the need for familiarity among students. The
incomplete set of development research and the absence of expert validation suggest
areas for future research. Overall, the article encourages educators to explore
innovative approaches to engage students in language learning through technology.

Bikowski, D., & Vithanage, R. (2016). Effects of web-based collaborative writing

on individual L2 writing development. Language Learning & Technology,
20(1), 79. Http://llt.msu.edu/issues/february2016/bikowskivithanage.pdf

Summary:
In summary, the purpose of this study was to determine how effective vocabulary
instruction with Minecraft can be. The findings demonstrated that, in addition to being
entertaining, games are also used to teach and enhance curricula. Furthermore, the
current study's findings showed that vocabulary learned through Minecraft
outperformed vocabulary learned through conventional teaching techniques. This is
not surprising, since the majority of students view gaming as a regular part of their
lives. It is crucial to take into account the motivation factor because the researcher
discovered that students who utilised Minecraft felt more involved than those who
used traditional methods. At the end of the study, the students in the experimental
group expressed their happiness, stating how much they had enjoyed it and how it had
helped them be more cognitively present.

Evaluation & Reflection:

Limitation: Even though the present study serves well for those who would like to
integrate technology with method of teaching, there are some limitations to bear in
mind. Moreover, clarifying these limitations would help other researchers to conduct
their research differently. The period of conducting this research is short to some
extent. That is due to the regulation proposed by the administration of the school
board. Another limitation was the number of the control-group and the experimental
group is not that numerous. Furthermore, the researcher was only able to select
students from the same class (again due to the regulation of the board). In addition,
the researcher conducted the study on one gender (males), leaving to a case of gender
variation regarding whether it is applicable or not.
Validity: Multiple-choice items ensured the validity of the pretest and post-test. A
competent teacher who holds a Ph.D. in CLIL (Content Language Integrated
Learning) has approved submitting both pretest and post-test. The test is practical in
AB PROJECT

that it stayed within appropriate time constraints (30 minutes). It is also reliable and
consistent, and if it was given to other students on two different occasions, the test
would yield similar results. The post-test is valid because it assesses the objectives of
what has been taught. The paired t-test on SPSS was carried out to find any significant
differences in the mean scores between the results of the pretest and post-test of
vocabulary mastery.
Since the data shows that the study test enjoys statistically acceptable stability.
The total stability coefficient value (Pearson Correlation) amounted to (0.836) which
is a high degree of stability and trustful when applying the present study.

Effects of educational video games on English vocabulary ... - eric. (n.d.).

https://files.eric.ed.gov/fulltext/EJ1342982.pdf Bilanti, Eka, et al.

Summary:
The research findings can be categorized into three primary areas.
1. Compared to traditional teaching techniques, instructional video games that are
tailored to each student's needs and used as supplemental material under the guidance
of the teacher produce much more effective results in vocabulary learning.
2. In addition to conventional teaching techniques, students retain much more
information from educational video games that are tailored to their individual needs
and used as supplemental material under the guidance of a teacher than from lessons
taught using conventional teaching techniques.
3. Students have fun and become more motivated for the lesson when instructional
video games that are tailored to each student's needs are used as supplemental
material in English classes alongside traditional techniques under the guidance of the
teacher.

Evaluation & Reflection:

According to Hucking (1999), computer-aided training opened up new
possibilities for text use in incidental vocabulary instruction. When players are
continuously exposed to the target language through texts, music, and pictures,
incidental vocabulary acquisition takes place. According to Ramos (2015), a
significant portion of L2 learners' vocabulary is acquired by coincidence when they
come across words in educational contexts. He also recommended that future studies
look into technology-based strategies for accidental vocabulary learning. (Marscik
2001)
In place of merely words, Clark and Mayer (2013) advised using both graphics
and words in e-learning lessons. Static graphics include drawings, charts, graphs,
maps, or photographs; dynamic graphics include animation or videos. As a result, by
mentally tying the subject to words and pictures and visual and verbal representations,
these dual presentations can motivate students to engage in active learning. By using
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relevant visual pictures to associate newly learned material with previously learned
concepts, students can learn more effectively (Oxford & Crookall, 1990).
Furthermore, Oxford and Crookall (1990) stressed that the combination of visual
and linguistic cues engages several brain regions, enhancing learning ability. In order
to examine the variations between texts, pictures, and a combination of text and
pictures when teaching vocabulary, Shahrokni (2009) employed three distinct versions
of the same text. He discovered that pupils were able to experience more accidental
vocabulary learning when texts and pictures were combined. Chun and Plass (1996)
conducted a comparative analysis of texts, texts with pictures, and videos in an effort
to examine the various approaches to teaching vocabulary. In comparison to the other
two, they determined that the text and picture combination represented a more
noteworthy accomplishment.
Based on the study's findings, it can be said that the game changed the way
students felt about English classes and increased their success in learning vocabulary
in the language. To aid students in learning English, a number of educational video
games have been developed. The game was played at school during class hours in this
study, with the teacher supervising, and its content aligned with the curriculum.
Additionally, during the game's application phase, the students supported one another.
It can also be claimed that this method blended control, cooperation, teaching, and
amusement without interfering with the regular flow of the lesson. In English
education, various media such as audios, films, music, flashcards, and interactive
exercises are frequently utilized. Thus, pre-planned, standardized educational video
games could serve as supplementary resources. As a result, classroom management
would continue to be successful while student motivation and achievement increased
(Karsenti & Bugmann, 2018).

Conclusion
Many researchers have found that the learning of English can be fostered from
the game Minecraft. A series of experiments and investigations were conducted
around this theme. In the end, it was found that Minecraft could be used to teach and
reinforce lessons; increase motivation, collaborative learning and promote critical
thinking skills; have the meanings of unfamiliar words and the opportunity to
collaboratively construct knowledge; and students learn to creatively demonstrate
their understanding of concepts, among other things. This approach breaks with
traditional teaching methods and fills a gap: it addresses students' addiction to gaming
and builds their English language skills at the same time. It is truly "the best of both
worlds".
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References

Al-Haqbani, Musab Khalaf. "Implementing Minecraft as a Tool to Teach Vocabulary

in a Saudi Intermediate School: An Experimental Study." English Language
Teaching 16.1 (2023): 1-77.

Bikowski, D., & Vithanage, R. (2016). Effects of web-based collaborative writing on

individual L2 writing development. Language Learning & Technology, 20(1), 79.
Http://llt.msu.edu/issues/february2016/bikowskivithanage.pdf

Bilanti, Eka, et al. ‘Developing a Minecraft Adventure Map to Support Eleventh

Grade Senior High School Students’ Vocabulary Learning’. IDEAS: Journal on
English Language Teaching and Learning, Linguistics and Literature, vol. 10, no.
2, Dec. 2022, pp. 1379–93. DOI.org (Crossref),
https://doi.org/10.24256/ideas.v10i2.3000.

Cipollone, Maria, et al. “Minecraft as a Creative Tool.” International Journal of

Game-based Learning, vol. 4, no. 2, Apr. 2014, pp. 1–14.
https://doi.org/10.4018/ijgbl.2014040101.

Effects of educational video games on English vocabulary ... - eric. (n.d.).

https://files.eric.ed.gov/fulltext/EJ1342982.pdf Bilanti, Eka, et al.

Imam Sudarmaji, Danu Yusuf. "The Effect of Minecraft Video Game on Students’
English Vocabulary Mastery." September 2021, JETAL Journal of English
Teaching & Applied Linguistic 3(1):30-38

Kommers, Piet, Ed, et al. Learning a Language Through Gaming: A Minecraft Game
Design for Negotiation of Meaning and Co-Construction of Knowledge.
Proceedings of the International Association for Development of the
Information Society (IADIS) International Conference on Educational
Technologies (6th, Hong Kong, February 8-10, 2019). secretariat@iadis.org;
Web site: http://www.iadisportal.org 2019, 2019.

Nkadimeng, M., & Ankiewicz, P. (2022). The Affordances of Minecraft Education as

a Game-Based Learning Tool for Atomic Structure in Junior High School
Science Education. Journal of Science Education and Technology, 31, 605 -
620. https://link.springer.com/article/10.1007/s10956-022-09981-0

Smith, S. A., & Li, Z. (2020). Closing the enjoyment gap: Heritage language
maintenance motivation and reading attitudes among Chinese-American
children. International Journal of Bilingual Education and Bilingualism, 25(3),
1070–1087.
AB PROJECT

York, J. (2014). Minecraft and language learning. Minecraft in the Classroom: Ideas,
inspiration, and student projects for teachers, 179-196.