Using the Minecraft Affinity Subspace “Frist Dimension” to Negotiate Information Literacy

Abstract

Online video games and their affinity spaces and subspaces are defined as virtual locations where groups of people gather to share common interests, and a place where learning happens (Gee, 2003). Recent studies have demonstrated the impact that affinity spaces and video games have on the development of skills such as literacy, social interactions, problem-solving, and critical thinking amongst players (Gallego, 2016; Shaffer, 2012). Studies show that video games such as Minecraft demand players search for information. As an open-ended world, Minecraft offers players a free space to explore their creativity, allowing them to become authors in the game by modifying and developing original dimensions that can be played with other users. The present study analyzed Minecraft’s affinity subspace Frist Dimension to understand the question of (1) how gamers acquire and negotiate gaming literacy skills, and to answer the following sub-questions: (a) How do players negotiate gaming information literacy skills? (b) What vocabulary do players use to develop or build information literacy skills? Previous research identified negotiation and vocabulary and learning as essential competencies in gaming literacy (Lapina; Petukhova, 2017). These competencies help to develop a set of learning skills that encourage players to interact, communicate and expand their knowledge of the game. For this study, twenty-five Frist Dimension posts were extracted from the thread that reflects the communication cycle, vocabulary used, and roles of the players in the forum. Garton, Haythornthwaite and Wellman’s (2006) framework on social network approach was used to extract the data through observation, analyzing individual/social interactions, the flow of information and patterns of communication among people. These criteria draw the limitations and boundaries of the sample. Results indicate that verbal interactions of players communicating in Frist Dimension demonstrate a combination of social practices and technical skills, such as support, gamer jargon, cooperation, and negotiation of information through suggestions. These practices contribute to players’ collective development of game-specific literacy. This study will help improve our understanding of affinity subspaces and how players for information exchange, social interactions, and the co-construction of gaming literacy operationalize them.