2014). Research shows the use of the video game, Minecraft, increases student engagement, motivation, and problem-solving skills yet educators are not utilizing Minecraft as they could be (Cipollone, Schifter & Moffat, 2014). According to Hamlen (2014), courses that use video games for learning provide a motivating structure that helps students be successful when these courses include consideration of student needs and interest. Strategies for increasing student engagement in the process of learning have included the use of video games (Eseryel, Law, Ifenthaler, Ge & Miller, 2014; Ke & Abras, 2013). Research shows creating courses utilizing high- interest video games for learning shows positive effects on motivation and student engagement (Basham & Becht, 2014; Wouters, Van der Nimwegen, Van Oostendorp, & Van der Spek, 2013). Whether students master course objectives when using Minecraft as a learning tool is an area needing continued research. The effectiveness of an online learning program is determined by whether a student is engaged and whether they make progress in concepts being taught (Means, Toyama, Murphy, & Baki, 2013). Using Minecraft for learning has shown to increase student engagement, motivation, and problem-solving skills (Cipollone et al., 2014). Yet without research indicating students can meet learning objectives of the course, educators are less likely to utilize this video game as a learning tool (Sadi & Uyar, 2013; Smolcec & Smolcec, 2014; Tromba, 2013). Educators have the responsibility to ensure students are not only motivated and engaged in their learning but that they also are meeting learning objectives of the course (Duziban, 2011; Elliott, 2014). Failure to identify student performance and mastery of course content impinges on the ability of educators to show the effectiveness of utilizing
2014). Research shows the use of the video game, Minecraft, increases student engagement, motivation, and problem-solving skills yet educators are not utilizing Minecraft as they could be (Cipollone, Schifter & Moffat, 2014). According to Hamlen (2014), courses that use video games for learning provide a motivating structure that helps students be successful when these courses include consideration of student needs and interest. Strategies for increasing student engagement in the process of learning have included the use of video games (Eseryel, Law, Ifenthaler, Ge & Miller, 2014; Ke & Abras, 2013). Research shows creating courses utilizing high- interest video games for learning shows positive effects on motivation and student engagement (Basham & Becht, 2014; Wouters, Van der Nimwegen, Van Oostendorp, & Van der Spek, 2013). Whether students master course objectives when using Minecraft as a learning tool is an area needing continued research. The effectiveness of an online learning program is determined by whether a student is engaged and whether they make progress in concepts being taught (Means, Toyama, Murphy, & Baki, 2013). Using Minecraft for learning has shown to increase student engagement, motivation, and problem-solving skills (Cipollone et al., 2014). Yet without research indicating students can meet learning objectives of the course, educators are less likely to utilize this video game as a learning tool (Sadi & Uyar, 2013; Smolcec & Smolcec, 2014; Tromba, 2013). Educators have the responsibility to ensure students are not only motivated and engaged in their learning but that they also are meeting learning objectives of the course (Duziban, 2011; Elliott, 2014). Failure to identify student performance and mastery of course content impinges on the ability of educators to show the effectiveness of utilizing