Articles | Volume 4, issue 4
Geosci. Commun., 4, 475–492, 2021
https://doi.org/10.5194/gc-4-475-2021

Special issue: Virtual geoscience education resources (SE/GC inter-journal...

Geosci. Commun., 4, 475–492, 2021
https://doi.org/10.5194/gc-4-475-2021

Research article 19 Oct 2021

Research article | 19 Oct 2021

Pandemic Minecrafting: an analysis of the perceptions of and lessons learned from a gamified virtual geology field camp

Erika Rader et al.

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Interactive discussion

Status: closed

Comment types: AC – author | RC – referee | CC – community | EC – editor | CEC – chief editor | : Report abuse
  • RC1: 'Comment on gc-2021-11', William Parcell, 28 Jun 2021
    • AC1: 'Reply on RC1', Erika Rader, 20 Jul 2021
  • RC2: 'Comment on gc-2021-11', Anonymous Referee #2, 21 Jul 2021
    • AC2: 'Reply on RC2', Erika Rader, 16 Aug 2021

Peer review completion

AR: Author's response | RR: Referee report | ED: Editor decision
ED: Publish subject to minor revisions (further review by editor) (26 Aug 2021) by Steven Whitmeyer
AR by Erika Rader on behalf of the Authors (30 Aug 2021)  Author's response    Author's tracked changes    Manuscript
ED: Publish as is (05 Sep 2021) by Steven Whitmeyer
ED: Publish as is (05 Sep 2021) by Sam Illingworth(Executive Editor)
AR by Erika Rader on behalf of the Authors (09 Sep 2021)  Author's response    Manuscript
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Short summary
In response to the COVID-19 pandemic shutdown, we designed a virtual geology field camp based in the video game Minecraft. Students learned how to map geological features on the surface and in the subsurface using this fun and engaging platform. Students' perceptions of the course were positive, and they showed improvement in basic geologic skills between pre-assessment and post-assessment surveys. Students discussed career pathways and skills and fostered interpersonal relationships.
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