This study contributes to current discussions by highlighting the pedagogical potential of digital platforms within School-Age Educare Centre (SAEC) contexts and how multimodal, collaborative learning can be supported through digital–physical hybridity. However, debates persist in Sweden and internationally regarding children’s screen time and the role of digital technologies in education. As a result, digital tools are sometimes absent from SAEC activities. This study takes as its premise that SAEC can offer safe digital environments, such as Minecraft Education, where all participants are known to teachers and peers, and where diverse learning opportunities can unfold. Previous research shows that hybrid learning activities can extend children’s social, digital, and subject specific competences, with more knowledgeable peers supporting others in navigating both digital and physical spaces (Wernholm et al., 2025). Research further indicates that pupils’ participation increases when they engage in activities that allow multiple forms of expression (Patron et al., 2026). 

This study aims to explore how pupils express their learning experiences and demonstrate competencies during teacher‑designed building activities in MinecraftEdu within SAEC settings. The following research questions guide the study: 

-     How do pupils use different competencies when engaging with MinecraftEdu?

-     How do pupils express their learning experiences from engaging with MinecraftEdu? 

This study draws on Designs for Learning theory and a social semiotic perspective on multimodality, viewing teaching and learning as multimodal design (Selander & Kress, 2010). The field work was conducted at a Swedish SAEC center with 52 pupils aged 8–10. The pupils were video recorded while constructing buildings in MinecraftEdu, and focus group interviews were conducted with 24 of them. Preliminary results show that pupils draw on a range of competencies, including subject competence. For example, constructing a pyramid in MinecraftEdu requires mathematical understanding; some pupils recognized errors in their design and revised their structures by identifying that the base had to be square. Pupils also described solving problems either through trial and error or by consulting more knowledgeable peers. The most prominent finding is the central role of social competence: collaborating successfully in this hybrid activity required communication, negotiation, and coordinated action. A preliminary conclusion is that both experienced and inexperienced Minecraft players participate actively and remain highly engaged during the activity, which creates conditions for the further development of these competencies.

References

Selander, S., & Kress, G. (2010) Design for Lärande: Ett Multimodalt Perspektiv. Norstedt

Patron, E., Wernholm, M., Ebbelind, A., Palmér, H., Danielsson, K., & Kjällander, S. (2026). ”Att få kött på benen” – att förbereda lärarstudenter både teoretiskt och praktiskt för att designa hybrida läraktiviteter i fritidshemmet. Nordic Studies in Education. 46 (1). 17-34.

Wernholm, M., Patron, E., Danielsson, K., Ebbelind, A., & Palmér, H. (2025). Hybrida läraktiviteter för att främja sexåringars meningsskapande. Forskning om undervisning och lärande. 13(1), 22-45, https://doi.org/10.61998/forskul.v13i1.25870