Autoeficacia en el aprendizaje, compromiso académico y participación en Minecraft: oportunidades del juego en la enseñanza de las ciencias de la comunicación

Introduction. Minecraft has been widely used in educational spaces with positive effects on the development of creativity, engagement or collaboration. Methodology. This article shows the results of a learning experience based on the Minecraft game, in postgraduate students in the field of communication aimed at distinguishing the processes of online access, interaction and participation. The analysis of the perception of learning self-efficacy, academic engagement and participation included techniques typical of virtual ethnography such as observation and semi-structured interviews. Results. This paper provides a three-dimensional view of the game-based learning process as a consequence of a combination of perceived self-efficacy, participation and engagement. Discussion. The analysis of the relationships between the theoretical perspectives employed shows the need to contemplate participation in the design of educational experiences to counteract self-regulation deficits and increase student motivation and engagement. Conclusions. The integration of theoretical perspectives is necessary both for the research of game-based learning experiences and for their design. The mixture of perspectives tested in this study may expand the empirical and theoretical understanding of the problem in future research.