The Influence of Open-Ended Exploration in STEM-Focused Minecraft Environments on Post-Intervention Knowledge Assessments

Video games continue to be heavily researched mediums for knowledge acquisition and transfer. However, there is not a lot of research looking at how adolescent learners actively explore open-ended game environments and comprehend the conceptual STEM knowledge embedded in-game. Additionally, using a popular game, Minecraft, has potential to attract the attention and interest of young learners through a means that poses low barriers for engaging STEM content. Existing familiarity with game mechanics in Minecraft allows learners to focus on content without having to learn new controls. This research looks at how interest in STEM and Minecraft is related to the amount learners explore their environment, as well as their performance on knowledge questions posed at the end of a one-week summer camp experience. Findings suggest that existing interest has little effect on exploration habits, but exploration habits do influence the amount of conceptual knowledge learners recall in interviews.