期刊名称：Journal for Research in Arts and Sports Education
电子版ISSN：2535-2857
出版年度：2019
卷号：3
期号：1
页码：23-42
DOI：10.23865/jased.v3.1330
出版社：Cappelen Damm Akademisk NOASP
摘要：Minecraft er et åpen verden-spill hvor spilleren har stor frihet til selv å velge sine aktiviteter og bestemme spillets mål. De kreative mulighetene i spillet har gjort at lærere over hele verden har tatt det i bruk i undervisning. En skoleversjon av spillet har også blitt utviklet, der læreren har mulighet til å planlegge, styre og overvåke elevaktiviteten. Det overordnede målet med denne studien er å forstå bedre hvordan spillerens frihet endres når spillet går fra å være et mål i seg selv til å bli et verktøy for læring. I denne artikkelen ser jeg på fem ulike spillelementer som bare finnes i skoleversjonen av Minecraft, og som er laget for å hjelpe læreren til å kontrollere og styre elevaktivitet i spillet. Med utgangspunkt i Foucaults begrep maktens mikrofysikk, analyserer jeg hvordan de fem spillelementene er foreslått brukt i en hjelpetekst fra utvikleren og hvordan de faktisk blir brukt i tre undervisningsopplegg. Endelig forsøker jeg, å beskrive hvilke subjektsposisjoner som spillet og undervisningsoppleggene tilbyr lærere som bruker spillet i klasserommet. Minecraft is an open world game where the player has a great deal of freedom to choose their own activities and determine the goals of the game. The creative possibilities of the game have made teachers all over the world use it in their classrooms. A school edition of the game has also been lauched where the teacher has the opportunity to plan, manage and monitor student activity. The overall goal of this study is to understand better how the player’s freedom changes when the game goes from being as a means on its own to becoming a learning tool. In this article, I look at five different game features that are unique for the educational version of Minecraft. These are designed to help the teacher surveil and control student activity in the game. Based on Foucault’s concept of the microphysics of power, I investigate how the five game elements are described in a manual and how they are actually used in three lesson plans. Finally, I try to describe which subject positions the game and the lesson plans offer teachers who use the game in classrooms.
其他摘要：Minecraft is an open world game where the player has a great deal of freedom to choose their
own activities and determine the goals of the game. The creative possibilities of the game have
made teachers all over the world use it in their classrooms. A school edition of the game has also
been lauched where the teacher has the opportunity to plan, manage and monitor student activity.
The overall goal of this study is to understand better how the player’s freedom changes when the
game goes from being as a means on its own to becoming a learning tool. In this article, I look
at five different game features that are unique for the educational version of Minecraft. These are
designed to help the teacher surveil and control student activity in the game. Based on Foucault’s
concept of the microphysics of power, I investigate how the five game elements are described in a
manual and how they are actually used in three lesson plans. Finally, I try to describe which subject
positions the game and the lesson plans offer teachers who use the game in classrooms.
