نوع مقاله : مقاله علمی- پژوهشی
نویسنده
استادیار دانشگاه صداوسیما
چکیده
This paper employs a conceptual-phenomenological approach to investigate Minecraft’s capacity for cultivating abstract thinking in children. First, it establishes a theoretical framework grounded in Piaget’s account of the transition from concrete to formal operations, Vygotsky’s sociocultural theory, Dewey’s philosophy of experience, and Gadamer’s hermeneutics of play. Through a dual analysis—conceptual examination of in game structures (three dimensional blocks, Redstone circuits, spatial syntax, symbolism, and metaphor) and phenomenological study of children’s lived gameplay experiences—the study identifies eight core components of abstract thought: spatial visualization, symbolic reasoning, logical and algorithmic analysis, creative problem solving, critical reflection, systems modeling, anticipatory planning, and visual literacy.
Findings indicate that Minecraft’s iterative cycle of construction–evaluation–redesign, supported by guided social interaction, not only reinforces spatial and logical skills but also fosters the emergence of symbolic memory, pattern extraction with cross contextual transfer, and early theorizing. The game’s low stakes trial and error environment and peer feedback mechanisms promote metacognitive self regulation and a critically reflective learning stance. Moreover, conceptual and physical modeling within Minecraft enables children to grasp feedback loops and systemic complexity; its multimodal affordances extend learning into cultural, social, and ethical domains, thereby broadening visual literacy and generalization capabilities.
Minecraft functions not merely as an aesthetic play space but as an integrated educational medium for nurturing 21st century abstract and conceptual thinking in children and offers a model for designing innovative learning environments. Furthermore, this study argues that contemporary educational philosophy must critically incorporate the unique affordances of interactive digital games into its theoretical foundations.
کلیدواژهها
- Minecraft
- Abstract Thinking
- Interactive Digital Games
- Conceptual–Phenomenological Analysis
- Philosophy of Education
موضوعات
عنوان مقاله [English]
The Educational Potentials of Digital Games for Cultivation of Abstract Thinking in Children: A Conceptual-Phenomenological Analysis of ‘Minecraft’
نویسنده [English]
- Mohsen Karami
Assistant professor of IRIB University
چکیده [English]
This paper employs a conceptual-phenomenological approach to investigate Minecraft’s capacity for cultivating abstract thinking in children. First, it establishes a theoretical framework grounded in Piaget’s account of the transition from concrete to formal operations, Vygotsky’s sociocultural theory, Dewey’s philosophy of experience, and Gadamer’s hermeneutics of play. Through a dual analysis—conceptual examination of in game structures (three dimensional blocks, Redstone circuits, spatial syntax, symbolism, and metaphor) and phenomenological study of children’s lived gameplay experiences—the study identifies eight core components of abstract thought: spatial visualization, symbolic reasoning, logical and algorithmic analysis, creative problem solving, critical reflection, systems modeling, anticipatory planning, and visual literacy.
Findings indicate that Minecraft’s iterative cycle of construction–evaluation–redesign, supported by guided social interaction, not only reinforces spatial and logical skills but also fosters the emergence of symbolic memory, pattern extraction with cross contextual transfer, and early theorizing. The game’s low stakes trial and error environment and peer feedback mechanisms promote metacognitive self regulation and a critically reflective learning stance. Moreover, conceptual and physical modeling within Minecraft enables children to grasp feedback loops and systemic complexity; its multimodal affordances extend learning into cultural, social, and ethical domains, thereby broadening visual literacy and generalization capabilities.
Minecraft functions not merely as an aesthetic play space but as an integrated educational medium for nurturing 21st century abstract and conceptual thinking in children and offers a model for designing innovative learning environments. Furthermore, this study argues that contemporary educational philosophy must critically incorporate the unique affordances of interactive digital games into its theoretical foundations.
کلیدواژهها [English]
- Minecraft
- Abstract Thinking
- Interactive Digital Games
- Conceptual–Phenomenological Analysis
- Philosophy of Education
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