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Reviewing the Importance of Learning Minecraft for Kids

Reviewing the Importance of Learning Minecraft for Kids

Learning Minecraft

 

These days, when millions of kids are staying at home due to the COVID-19 pandemic, parents are becoming increasingly concerned about how to provide guidance to their kids’ education. Many of these parents are taking a cautionary approach when it comes to kids and screen time. While it’s true that numerous digital outlets can negatively affect kids’ lifestyle balance in terms of active and sedentary recreation, not all of them are created equally. Minecraft is one such game that is not only extremely popular but a powerful educational resource as well.

 

Since a lot of parents still consider Minecraft as just another popular game, we decided to create this post throw some light on its educational aspects to help you and your kid leverage its full potential.

 

What Is Minecraft?

Created by Markus “Notch” Persson and developed by Mojang Studios, Minecraft is one of the most popular games in the world. This child-friendly game offers a virtual land where players can create their own experiences and worlds with the help of building blocks, their creativity, and resources discovered on the site. It’s important to note that Minecraft’s huge popularity isn’t down to any carefully planned advertising strategy or massive resources. To give you an idea of its popularity – Mojang has recently celebrated 11 years since the initial release of the original Minecraft alpha build. And at this time, Minecraft sales have reached the 200 million mark with around 126 million players per month.

 

What Makes Minecraft Popular among Kids?

Since its official launch in 2011, Minecraft has grown to a massive community with a large percentage of kids and teenagers. But why do children love playing Minecraft so much? Let’s take a look.

 

Creativity: The biggest reason is that the game doesn’t come with a stated objective or a set of instructions. Instead, it lets players build and explore the way they want. They can build a new world of fantasy from scratch or recreate an existing one, they can seek adventure and fight villains, and they can play it alone or with friends.

 

The best trial and error experience: At its core, Minecraft comes with the concept that everything within the fantasy world is made up of individual blocks of materials, most of which can be broken and replaced. There’s no beginners’ level or real tutorial. The player is left up to his/her own devices to figure out the materials that work with each other, as well as, what can be used to create new materials or tools.

 

No restrictions: In lots of popular games, players need a specific amount of skill to be acquired before they can take up the next challenge. This often becomes frustrating for kids who don’t necessarily have the unrestricted time or abilities required to make progress in a game. But in Minecraft, kids, at any level of play, can create their adventures.

 

The Benefits of Learning Minecraft

Here are the major advantages kids can gain by learning Minecraft.

  • Since Minecraft doesn’t come with things like linear event progressions and strict rules, players can roam through the world and explore. They are free to make mistakes, as well as, succeed, which helps them gain confidence.
  • In the game, items are acquired and can be used in various configurations to produce new items. Players need to figure out, for example, the number of blocks of wood that would be required to build all wood items for a home – this helps to improve mathematical skills.
  • Kids get to exercise their geometry skills and spatial awareness while creating structures with the help of the blocks. They get to learn things like what would be the best way to stack blocks to make a building structurally sound, what could be done with all the six faces of a cube, among others.
  • Learning how to manage resources is another major advantage of playing Minecraft. Once kids become engrossed in the game thoroughly, they start calculating how to manage the resources available to them. It helps them to learn the economics of labor and resources.

In addition to these and many more, the game lets players create their custom Minecraft Mods. A Mod refers to the modification to Minecraft’s source code that generally manifests itself in a new Minecraft feature. When kids watch or get to know about people playing others’ Mods in Minecraft, they get motivated to learn the skills needed to code.

 

Welcome to the Minecraft: Education Edition

This version of Minecraft is designed specifically for education and it is almost identical to the game played across the globe. What sets the education edition apart is that it comes with tools for educators to create a classroom-like environment. It comes with a host of features – from Classroom Mode, Code Connection, Code Builder, and Chemistry Resource Park to Non-Player Characters, Chalkboards, Special blocks, and premium support, among others – it has got everything educators may ever need to interact with learners. And if you want to see whether kids learning in the game, you can leverage features like cameras and portfolios. These allow learners to take screenshots of their work and document their projects’ development.

 

It’s rare that a game built for entertainment purposes solely crosses over and becomes widely popular in the field of education. However, Minecraft came out as an exception. It has been used in numerous coding courses to help kids learn real computer programming. The number of children learning to code through Minecraft will only continue to increase. If you want your kid to be a part of that league, simply start trying it today.

 

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JOHN H. FALK

Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University

 

Dr. John H. Falk is Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University. He is a leading expert on free-choice learning; the learning that occurs when people have significant choice and control over what, where, and when they learn.

Get your syllabus

Get your syllabus

 

CHRISTINE CUNNINGHAM

Professor of Practice of Education and Engineering at Penn State University

 

Dr. Christine Cunningham is a Professor of Practice of Education and Engineering at Penn State University. Her work focuses on making engineering more relevant, accessible, and inclusive, especially for underserved and underrepresented populations. She does this by creating researched-based engineering curricula for PreK-8 children and their educators. Her book, Engineering in Elementary STEM Education, describes her groundbreaking work. Previously, Cunningham was the Founding Director of Engineering is Elementary. Cunningham has received a number of awards; in 2017 her work was recognized with the prestigious Harold W. McGraw Jr. Prize in Education.

 

CHRIS ROGERS

Chris Rogers Professor and Chair of Mechanical Engineering at Tufts University

 

His research interests are:

Engineering Education, Robotics, and Musical Instrument Design

 

Education

Ph., D Mechanical Engineering, Stanford University
M.S., Mechanical Engineering, Stanford University
B.S., Mechanical Engineering, Stanford University

 

Biography

Chris Rogers earned his B.S., M.S., and Ph.D. in mechanical engineering at Stanford University, where he worked with Professor John Eaton on his thesis on particle motion in a boundary layer flow. Rogers joined the Department of Mechanical Engineering at Tufts School of Engineering in 1989. He is involved in a number of research areas, including particle-laden flows (a continuation of his thesis), telerobotics and controls, the slurry flows in chemical-mechanical planarization, the engineering of musical instruments, measuring flame shapes of couch fires, measuring fruit-fly locomotion, and engineering education (kindergarten to college). At Tufts, Rogers has exercised his strong commitment to teaching by exploring a number of new directions, including teaching robotics with LEGO bricks and teaching manufacturing by building musical instruments. His teaching work extends to the elementary school level, where he talks with over 1,000 teachers around the world every year on methods of introducing young children to engineering.

 

RumeysaDogan

RUMEYSA DOGAN

Co-founder and COO at TechDev Academy

  • Graduated from top-ranked business school with high honor
  • Worked in top global companies as Vodafone, Benetton Group, etc
  • Experienced in Product Management and Digital Marketing Analytics
  • Managed Entrepreneurship Club and mentored several entrepreneurs

 

 

ismail-marulcu

ISMAIL MARULCU

Co-founder & Chief Education Officer at TechDev Academy

  • Educator and Researcher since 2001
  • M.Ed. in Curriculum and Instruction from Boston College
  • Ph.D. in STEM Education from Boston College
  • Mentored more than 100 pre-service teachers, college students, and high school students

 

 

PaolaGomez

PAOLA G. GONZALES

Mentor & Educator

  • over 2,000 hours mentoring students and 4 years of teaching experience
  • spearheaded a nonprofit organization that provides mentorship to underrepresented students at the UC, Davis
  • an active member of the Surfrider Foundation

 

 

AyushKanodia

AYUSH KANODIA

Ph.D. Student in Computer Science at Stanford

  • Ph.D. Candidate in Computer Science at Stanford Uni.
  • Worked as a software engineer for Google
  • Expert in the intersection of Computer Science and Economics.

 

 

KairatSabyrov

KAIRAT SABYROV

Ph.D., Data Scientist

  • B.S. in chemistry and physics
  • Ph.D. In physical chemistry
  • Data science instructor at Lambda School
  • Worked at Lawrence Berkeley National Lab at the UC, Berkeley

 

 

BAHRUDIN TRBALIC

Ph.D., Candidate at Stanford University

  • Studied Physics & Electrical Engineering at MIT.
  • Worked at MIT as a Medical Data Analyst and Product Developer.
  • The founder and lead developer of Expert Experiments.
  • Received the 2023 Robert H. Siemann Graduate Fellowship and 2022 NASA Astrophysics Research and Analysis Award.
  • Spearheaded STEM camps across Europe and Asia.
  • He has been mentoring students for years.

 

 

SHASHA ANRONIKOV

Researcher at Stanford University

  • Recent honors graduate from Cornell University with a major in biological sciences and a minor in business at the College of Agriculture and Life Sciences.
  • Currently working at Stanford University in the Nolan Lab to conduct immunopathology research.

 

 

LISA WANG

BSc Harvard University Graduate

  • Studied Environmental Science and Engineering.
  • Cross-registered to Harvard Univ. and MIT.
  • An advisor to the Harvard Undergraduate Clean Energy Group.
  • Co-founder of Coolant, a company that builds software to unlock nature-based carbon markets.

 

 

SEMI HASAJ

MBA Data Scientist at C3 AI

  • Studied Data Science while obtaining his Master's of Business Analytics at MIT.
  • Studied Space Engineering in Toronto, Canada where he grew up.
  • He has spent years tutoring others because he loves to help people learn and grow.

 

 

SAMY AWWAD

Junior at Stanford University

  • Studying Symbolic Systems with a focus on Neurosciences and plans to be a medical doctor.
  • Founded ImmuniGlobal, a national nonprofit in vaccine education, and he was featured in Healthline magazine.
  • A published researcher in PubMed.
  • Honored by the CDC as a Flu Fighter during the COVID-19 pandemic.
  • Enthusiastic about empowering young changemakers.

 

 

HASAN TUNCER

Ph.D., Product Manager at Cruise

  • BSc. in Computer Science at Koc University, Istanbul.
  • Ph.D. in Computing and Information Scienves at Rochester Institute of Technology in New York.
  • Worked as a software engineering at Wall Street.
  • Product Manager for Cloud Services (at IBM Silicon Valley Lab), autonomous vehicles (at NIO, aka Chinese Tesla, Uber ATG, Aurora and Cruise)

 

 

RayYucel

RAY YUCEL

Ph.D., Data Scientist in Magnimind Inc.

  • B.S in Materials Engineering
  • M.Sc in Management
  • Ph.D. Candidate in Economics
  • Data scientist at Magnimind Inc.
  • Employs deep learning in finance and health care data

 

 

SofoklisGoulas

SOFOKLIS GOULAS

Ph.D., Senior Research Associate at the Hoover Institution at Stanford University

  • Senior research associate, Stanford Uni.
  • The use of data science and machine learning in economics
  • M.Sc. in finance and economics, Warwick business school
  • MS and a Ph.D. in economics, the Uni. of North Carolina at Chapel Hill
  • Worked at the Uni. of North Carolina and at the Bank of Greece

 

 

EnricoSantus

ENRICO SANTUS

Senior Data Scientist at Bayer

  • Senior data scientist at Bayer
  • Postdoc at MIT, in the group of Regina Barzilay
  • Experience in NLP in Oncology, Cardiology and Palliative Care
  • Experience in Fake News Detection, Sentiment Analysis, and Lexical Semantics.
  • Invited to talk at the White House

 

 

EMILY HALFORD

Data Analyst

  • Data analyst working in psychiatric epidemiology
  • Data Science&Mental Health Expert with the BBN Times
  • Master of Public Health, Columbia Uni.

 

 

RyanSpitler

RYAN SPITLER

Ph.D., Co-Founder and Deputy Director of the Precision Health and Integrated Diagnostics Center (PHIND) at Stanford University

  • Faculty Member, Standford Uni.
  • Founding Partner at Boutique Venture Partners
  • B.S. in Molecular Cell and Developmental Biology, UC, Santa Cruz
  • Ph.D. In Cellular and Developmental Biology, UC, Irvine

 

 

muratbaday

MURAT BADAY

Scientist at Stanford Uni, Founder & CEO at TechDev Academy

  • Co-founder of Smartlens, Magnimind, Wowso, Nanosight
  • M.S. in Physics from the University of Pittsburgh
  • Ph.D. in Computational Biology and Biophysics from the Uni. of Illinois at Urbana-Champaign
  • Mentored and tutored over 100 high school students
  • Developed novel ideas and has over 8 patents

 

 

GyunelRashidova

GYUNEL RASHIDOVA

B.S. in Biological Sciences,
Research assistant at the Laboratory of Biosensors and Bioinstrumentation

  • iGEM alumni, received Gold Medal among 250 teams
  • Fellowship holder from Women in Tech international organization
  • Founder of social projects:
    “OncoSense” - fabrication of device for the detection of cancer biomarkers;
    “RemiSee” - promotion of a colorblind-friendly educational platform
  • AIESEC alumni, organized case competitions with over 300 participants
  • Organized iGEM Biohackathon and Summer Camp for high-school and university students to apply coding for solving real case studies

 

 

SoudehYaghouti

SOUDEH YAGHOUTI

Ph.D., Data Scientist at Megalab, Silicon Valley

  • Ph.D. in Electrical Engineering, University of Naples Federico II, Italy.
  • More than 4 years of experience in data-driven research on electrical network systems.
  • Collaborating with TechDev Academy for several years and taught students data analysis projects.
  • Collaborated with Stanford scientists on projects that aimed to automate medical diagnosis of diseases with the help of image processing techniques and AI.

 

 

AIZHAN IBRAYEVA

MSc Researcher at Stanford University

  • MS. Aerospace Engineering from Purdue University.
  • Did research at Stanford University, Aerospace Science Lab (Purdue), Rarefied Gas Dynamics Lab (Purdue)
  • Worked on projects supported by NASA.
  • Worked as Engineer at Silicon Valley Startup companies.
  • Mentored Students from top US school

 

The class has 5 available spots.
You can add the class during course registration!

 

June 1-5

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 8-12

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 15-19

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

The class capacity is full.
Please try other classes!