View in EDS PDF Full Text

Shared special interest play in a specific extra-curricular group setting: A Minecraft Club for children with special educational needs.

Saved in:
Bibliographic Details
Title: Shared special interest play in a specific extra-curricular group setting: A Minecraft Club for children with special educational needs.
Authors: Hobbs, Laura, Hartley, Calum, Bentley, Sophie, Bibby, Jordan, Bowden, Lauren, Hartley, Jackie, Stevens, Carly
Source: Educational & Child Psychology. Dec2020, Vol. 37 Issue 4, p81-95. 14p.
Subjects: Student activities, Inferential statistics, Collaborative learning, Special education, Minecraft (Game), Communicative competence
Abstract: Aims: To gain practice-based insights, we evaluated outcomes from a science-themed Minecraft Club for children with Special Educational Needs over a four-year period. Science topics were introduced, followed by themed building in Minecraft in a multi-player setting. Particular focus was placed on the benefits of playing a shared-interest game in a social and educational context. Methods: Mixed-methods interviews and surveys were used to gather feedback from children attending the club and their accompanying caregivers. Inferential statistics assessed the influence of individual differences and club attendance time on responses. Findings: Children consistently enjoyed attending the club and most felt that they had developed their scientific knowledge. Social-communication skills and confidence were also positively impacted, as reported by both children and caregivers. The accepting and inclusive nature of the club was of high value. Limitations: Sample sizes and data collection methods were necessarily restricted and mainly qualitative due to the purpose of the club and the nature of the attending cohort. However, valuable insights were gained from respondents. Conclusions: Both children and caregivers communicated that Minecraft Club succeeds in providing a context through which children can develop social and communication skills, build confidence, make new friends, and learn about science. These insights have important implications concerning the potential social and educational benefits of Minecraft for children with Special Educational Needs, and the value of extra-curricular clubs that provide safe and supportive spaces for children to thrive. [ABSTRACT FROM AUTHOR]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 147083330
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Shared special interest play in a specific extra-curricular group setting: A Minecraft Club for children with special educational needs.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hobbs%2C+Laura%22">Hobbs, Laura</searchLink><br /><searchLink fieldCode="AR" term="%22Hartley%2C+Calum%22">Hartley, Calum</searchLink><br /><searchLink fieldCode="AR" term="%22Bentley%2C+Sophie%22">Bentley, Sophie</searchLink><br /><searchLink fieldCode="AR" term="%22Bibby%2C+Jordan%22">Bibby, Jordan</searchLink><br /><searchLink fieldCode="AR" term="%22Bowden%2C+Lauren%22">Bowden, Lauren</searchLink><br /><searchLink fieldCode="AR" term="%22Hartley%2C+Jackie%22">Hartley, Jackie</searchLink><br /><searchLink fieldCode="AR" term="%22Stevens%2C+Carly%22">Stevens, Carly</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Dec2020, Vol. 37 Issue 4, p81-95. 14p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+activities%22">Student activities</searchLink><br /><searchLink fieldCode="DE" term="%22Inferential+statistics%22">Inferential statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Minecraft+%28Game%29%22">Minecraft (Game)</searchLink><br /><searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Aims: To gain practice-based insights, we evaluated outcomes from a science-themed Minecraft Club for children with Special Educational Needs over a four-year period. Science topics were introduced, followed by themed building in Minecraft in a multi-player setting. Particular focus was placed on the benefits of playing a shared-interest game in a social and educational context. Methods: Mixed-methods interviews and surveys were used to gather feedback from children attending the club and their accompanying caregivers. Inferential statistics assessed the influence of individual differences and club attendance time on responses. Findings: Children consistently enjoyed attending the club and most felt that they had developed their scientific knowledge. Social-communication skills and confidence were also positively impacted, as reported by both children and caregivers. The accepting and inclusive nature of the club was of high value. Limitations: Sample sizes and data collection methods were necessarily restricted and mainly qualitative due to the purpose of the club and the nature of the attending cohort. However, valuable insights were gained from respondents. Conclusions: Both children and caregivers communicated that Minecraft Club succeeds in providing a context through which children can develop social and communication skills, build confidence, make new friends, and learn about science. These insights have important implications concerning the potential social and educational benefits of Minecraft for children with Special Educational Needs, and the value of extra-curricular clubs that provide safe and supportive spaces for children to thrive. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=147083330
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.53841/bpsecp.2020.37.4.81
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 81
    Subjects:
      – SubjectFull: Student activities
        Type: general
      – SubjectFull: Inferential statistics
        Type: general
      – SubjectFull: Collaborative learning
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Minecraft (Game)
        Type: general
      – SubjectFull: Communicative competence
        Type: general
    Titles:
      – TitleFull: Shared special interest play in a specific extra-curricular group setting: A Minecraft Club for children with special educational needs.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hobbs, Laura
      – PersonEntity:
          Name:
            NameFull: Hartley, Calum
      – PersonEntity:
          Name:
            NameFull: Bentley, Sophie
      – PersonEntity:
          Name:
            NameFull: Bibby, Jordan
      – PersonEntity:
          Name:
            NameFull: Bowden, Lauren
      – PersonEntity:
          Name:
            NameFull: Hartley, Jackie
      – PersonEntity:
          Name:
            NameFull: Stevens, Carly
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: Dec2020
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 02671611
          Numbering:
            – Type: volume
              Value: 37
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Educational & Child Psychology
              Type: main
ResultId 1