The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Issue
Volume 18 Issue 3 / Jul 2020  pp207‑276

Editor: Lars Elbæk

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Using Game‑Based Training to Reduce Media Induced Anxiety in Young Children – A Pilot Study on the Basis of a Game‑Based app (MARTY)  pp207‑218

Tanja Heumos, Michael D. Kickmeier-Rust

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Co‑Designing and Learning in Virtual Reality: Development of Tool for Alcohol Resistance Training  pp219‑234

Patricia Bianca Lyk, Gunver Majgaard, Lotte Vallentin-Holbech, Julie Dalgaard Guldager, Timo Dietrich, Sharyn Rundle-Thiele, Christiane Stock

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Engaging Students in a Peer‑Quizzing Game to Encourage Active Learning and Building a Student‑Generated Question Bank  pp235‑247

Nafisul Kiron, Ifeoma Adaji, Jeff long, Julita Vassileva

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Bridging the Gap: A Computer Science Pre‑MOOC for First Semester Students  pp248‑260

Bernadette Spieler, Maria Grandl, Martin Ebner, Wolfgang Slany

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What’s the math in Minecraft? A Design‑Based Study of Students’ Perspectives and Mathematical Experiences Across game and School Domains  pp261‑274

Erik Ottar Jensen, Thorkild Hanghøj

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This paper presents empirical findings from a qualitative study on Minecraft as a mathematical tool and learning environment. Even though Minecraft has been used for several years in classrooms around the world, there is a lack of detailed empirical studies of how students learn subject‑related content by working with the game. This study is based on a design experiment with an inquiry‑based teaching unit for fifth graders, which focused on using the coordinate system embedded in Minecraft, as a means to navigate and explore the game in order to solve mathematical problems. Based on student interviews, we explore how the students experienced and switched to new perspectives on mathematical knowledge through their participation in the teaching unit. Using thematic analysis, we explore data from six group interviews. The theoretical framework is based on domain theory, dialogical theory and notions of students’ mathematical agency. The key analytical findings regard the students’ experience of the coordinate system as part of both the academic domain of mathematics and their everyday domain of playing Minecraft, how they actively use the coordinate system to improve play in Minecraft and how they experience new ways of participating in mathematics. The article concludes by offering design principles for the future use of computer games in mathematics education. 


Keywords: Minecraft, game-based learning, mathematics education, domain theory, coordinate system


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EJEL Editorial for Volume 18 Issue 3  pp275‑276

Lars Elbæk

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