Minecraft As a Tool for Engaging Children in Urban Planning: a Case Study in Tirol Town, Brazil

International Journal of Geo-Information

Article Minecraft as a Tool for Engaging Children in Urban Planning: A Case Study in Tirol Town, Brazil

Bruno de Andrade 1,* , Alenka Poplin 2 and Ítalo Sousa de Sena 3

1 School of Architecture, Planning and Environmental Policy, University College Dublin, D04 V1W8 Dublin, Ireland 2 College of Design, Community and Regional Planning Department, Iowa State University, Ames, IA 50011, USA; [email protected] 3 Department of Geography, Federal University of São João del-Rei, São João del-Rei 36307-352, Brazil; [email protected] * Correspondence: [email protected]; Tel.: +353-87-3439101

Received: 17 December 2019; Accepted: 4 March 2020; Published: 13 March 2020

Abstract: The purpose of this paper is to explore the potential of Minecraft’s game environment for urban planning with older and younger children in a public school in Tirol town, Brazil. Minecraft is employed as an innovative tool to tackle the present lack of engagement and involvement of key societal actors such as children and young people in urban planning. Thus, how can games support children to co-design their future city? Which heritage values do they represent graphically in the game environment? Geogames are games that provide a visualization of a real spatial context and in this study, Minecraft is the tool which we use to explore youth engagement. We designed two experiments, which tested Minecraft as a geogame environment for engaging young people in urban planning. These experiments were conducted with children, who emerged as active emancipated actors to bring their values to the planning practice. The playtesting results revealed the potential of Minecraft to keep children engaged in the design workshop, as well as their relevant ludic ability to co-create walkable, green, and interactive places. New research questions arose about the potential of creating a culture of planning among children in order to motivate other social actors to share responsibilities for sustainable development and management.

Keywords: geogames; urban planning; children’s engagement; Minecraft

1. Introduction The implementation of geogames in urban planning, in particular using Minecraft (a sandbox video game that allows players to build a variety of diﬀerent tridimensional blocks), is an emerging area of research and application. Some Geogames provide the visualization of a real spatial context, which can be experienced in a more or less realistic way [1–5]. Minecraft, however, does not provide a realistic visualization, as it is a pixelated gaming environment and only an approximation of visualized reality. The expressions ‘geogames’, ‘location-based games’ [4] and ‘spatial games’ have been used interchangeably in the literature [5]. Some games, such as Minecraft, may facilitate online communities to come together with the explicit goal of constructing a digital replica of a city in a 1-m3 block-by-block logic and co-create visions of places and cities for the future. Recently several initiatives and projects emerged that utilize Minecraft in various ways. Some examples include “Block by Block” created by Mojang, Microsoft and UN-Habitat [6]; “Geocraft NL” [7] created by SPINlab (Vrije Universiteit Amsterdam), GeoScience Center GeoFort and Geodan; “EcoCraft” [8] created by EduGIS Foundation and UN-Environment; and “Britain in Minecraft” created by Ordnance Survey (UK). We studied these examples and developed our own methodology for

ISPRS Int. J. Geo-Inf. 2020, 9, 170; doi:10.3390/ijgi9030170 www.mdpi.com/journal/ijgi ISPRS Int. J. Geo-Inf. 2020, 9, 170 2 of 19 engaging children with the help of Minecraft as a tool used in the civic engagement process, in order to fill gaps in the observation of the gaming process, evaluating the game itself and the experience of playing it. The theoretical basis of this research is based in Lefebvre’s [9–11] critique of citizens as passive observers and of the importance of researching rural areas facing urban expansion. Empirically, Minecraft was chosen as a tool for achieving the bottom-up active participation of children. This group was considered a catalyst actor for a broader community engagement in the planning process [12]. The purpose of this paper is to explore the potential of the Minecraft game environment for urban planning with older and younger children in a rural public school in Brazil. A large part of the Brazilian countryside still suffers from a lack of technology infrastructure, such as computers, smartphones and internet connection, which creates a problematic scenario concerning spatial planning. The hypothesis is that games can enable the engagement of children in urban planning. Urban and Regional Planning in Brazil is based on land use and cover, which means zoning and use and appropriation of space [1,13]. Thus, how can games support children in co-designing their future city? Which heritage values do they represent graphically in the game environment? We evaluated the potential of Minecraft applied to urban planning with children by visualizing the selected Brazilian town Tirol in Minecraft. Tirol’s rural center was modeled in Minecraft using open geospatial data in which children were invited to play a significant role in the game narrative and gameplay. Tirol is a small town built by Austrian Tyrolean migrants in 1859 in Brazil. It is considered a rural area because it has no access to the internet and limited availability of computers. Two experiments were designed with a focus on engaging children of this town in co-designing the environment in which they live. The children involved in co-designing and co-creating were between 4 and 14 years old. The first experiment involved collecting geospatial data, treating and modeling Tirol’s landscape, and letting children interact with the digital landscape. The second experiment was based on a scenario approach in a workshop format. The children were asked to change and co-design Tirol’s landscape in the Minecraft gaming environment called Tirolcraft. By redesigning the past, children were given a voice to express what they wish for the future, a controlled expansion into a consolidated town center where everything is in a walkable distance. The quotidian is enriched by their heritage values, such as meetings nearby the church, street play and community gardening. The article concludes with the main findings, a reflection on the results and further research directions.

2. Minecraft for Children’s Engagement in Urban Planning This section explores Minecraft as a digital gaming tool to engage children in urban planning. Firstly, it discusses the concept of geogames, and presents a range of games that ﬁt into the category. It then presents examples of previous implementations of Minecraft speciﬁcally, as applied to urban planning.

2.1. The Concept of Geogames Geogames may use geo-content (i.e., real-world spatial information) or may be mediated by the geoinformation technology such as geographic information systems (GIS). Geogames as a concept and expression were first mentioned in the literature by Schlieder and his colleagues [4,14]. They studied location-based games and how board games can potentially be played in the real-world. Some very successful commercial games, such as Minecraft, Ingress, Pokémon GO, Harry Potter Wizards United, and The Game of Thrones, use a geospatial component in the form of maps, visualizations of geographic context, and places as the central part of the gameplay and their visualizations. Minecraft has evolved into modeling real spatial contexts by its players and represents an example of a geogame with an ability to visualize real-world and its geographic context. Geogames are an emerging research area that concentrate on the value of place and explore different geospatial visualizations and their implementation in a variety of applications. They may incorporate the poetics of hyper-fiction, becoming a cultural object and a socio-spatial process [12]. Geogames as an academic discipline seeks to encompass the scientific perspective centered on the ISPRS Int. J. Geo-Inf. 2020, 9, 170 3 of 19 phenomenon of urbanization, which investigates the capacity for the fictional representation of reality, with its performative unfolding in digital interactivity. Their characteristics can be summarized as follows [15]: (1) anchorage in a certain place, in which the game environment and spatial components can be represented and visualized; (2) focus on solving a spatial problem relevant to the citizens of the selected place;(3) inclusion of rules and elements of enjoyment to attract citizens to play and continue to return to the game; (4) enabling the engagement and participation of citizens in an urban planning process. A first-of-a-kind book on Geogames and Geoplay was published in 2018 with a collection of different perspectives on geogames [3]. The book’s contributions range from an introduction to the Geographic Information System-Multiplayer Online Game framework (GIS-MOG) by Ahlqvist and his colleagues [16], building on their previous work [17] to present OriGami—a learning game to improve spatial orientation skills by youth—and a demonstration of the use of geogames in urban planning by the design of a consensus-finding game YouPlaceIt! [18].

2.2. Minecraft as a Geogame This article concentrates on Minecraft as the central modeling and research tool implemented to enable youth engagement in urban planning processes. Minecraft is a block-building hit game created by Mojang in 2009. It is the second best-selling video game in the world (behind Tetris) with more than 150 million copies sold. Due its success, Mojang was bought by Microsoft for 2.5 billion dollars in 2014. The three-dimensional game environment, which is purposefully “pixelated” (polygonal), graphically enables the player to interact with space by building or destroying about 500 types of colored block. Minecraft works similarly to the brick-by-brick building logic of Lego. A few very successful games such as Minecraft, Tetris, and Lego build their representation and spatial language on blocks. They implement a block-building and destroying logic, which indicates that simulating complex issues in a simple spatial logic and a playful way is attractive to players. The purpose of Minecraft is to enable the player to build creative structures, such as buildings, urban parks, streets, sidewalks, entire cities and landscapes, or even elements of the environment such as trees, forests, plantations, relief, rock outcrops, soil, and subsoil. These constructions can either be based in real or fictional spatial contexts. In this sense, it enables the player to create the environment that represents a place, a city, a landscape, a continent or even the planet Earth. It can be played by one or more players (if it is available online, in a multi-player mode), in a real territory or in an environment created by the players. The player may use available resources in an imaginary world to convert them into building materials, while defending herself from computer-controlled monsters—if she plays in the survival mode [19]. From the success obtained, recent scientific research started to explore educational uses of Minecraft, such as the new application Minecraft Education Edition (MinecraftEdu), launched in 2016. This application has been applied to Science, Technology, Engineering, and Mathematics (STEM) topics, with modifications to make it even more didactic and applicable in the classroom, allowing teachers to track each student’s progress [20]. It includes new blocks that help teachers demarcate each student’s built area on the map. It is also possible to include a whiteboard to write the class theme, and insert announcements and task guidelines. Google Cardboards glasses can be used for a virtual reality experience. Students may develop skills such as creativity, leadership, differentiation, collaboration, digital citizenship, fun and engagement [21]. It has the potential to be included in schools’ pedagogical curricula [22] to give young people a tool to constitute and integrate the digital society.

2.3. Minecraft: Examples of Implementations Despite these initiatives, the available literature on the use of Minecraft as an educational game is still limited [23]. This scarcity is even greater with regards to its application as a geogame in the areas of architecture, urbanism or geography, for instance [11,24]. In the example of the Block by Block project/game that can be classiﬁed as a game for change or a social impact game [25], which may ISPRS Int. J. Geo-Inf. 2020, 9, 170 4 of 19

ISPRS Int. J. Geo-Inf. 2019, 8, x FOR PEER REVIEW 4 of 19 ISPRS Int. J. Geo-Inf. 2019, 8, x FOR PEER REVIEW 4 of 19 address complex social issues such as poverty, racism, discrimination, war and peace, human rights or education and public opinion. It can also support the development of alternative designs for the disease. The purpose of Minecraft as a geogame platform may be to raise awareness and foster critical futureeducation of the and places. public opinion. It can also support the development of alternative designs for the thinking, integrating data, history and memory of real contexts, with a focus on education and public futureThe of goalthe places. of Block by Block, a Mojang-Minecraft-UN-Habitat initiative, is to empower opinion. It can also support the development of alternative designs for the future of the places. communitiesThe goal to ofreconfigure Block by neglected Block, a urbanMojang-Minecraft-UN-Habitat spaces into vibrant places. initiative, It focuses is onto theempower social The goal of Block by Block, a Mojang-Minecraft-UN-Habitat initiative, is to empower communities dimensioncommunities of planningto reconfigure according neglected to UN-Habitat’s urban spaces mission, into vibrantconsonant places. with ItUN’s focuses Agenda on the 2030, social in to reconfigure neglected urban spaces into vibrant places. It focuses on the social dimension of particular,dimension with of planning sustainable according development to UN-Habitat’s goal 11, “Sustainable mission, consonant Cities and with Communities”. UN’s Agenda Their 2030, first in planning according to UN-Habitat’s mission, consonant with UN’s Agenda 2030, in particular, with experimentedparticular, with was sustainable held in development Nairobi, Kenya, goal 11,in “Sustainable 2013. It concentrated Cities and Communities”. on solving issuesTheir firstof sustainable development goal 11, “Sustainable Cities and Communities”. Their first experimented was unsustainabilityexperimented wasand conflictheld in of interestNairobi, among Kenya, di fferentin 2013. stakeholders. It concentrated The methodology on solving centered issues onof held in Nairobi, Kenya, in 2013. It concentrated on solving issues of unsustainability and conflict of theunsustainability use of Minecraft and as conflict a tool forof interestvisualization among and different collaboration, stakeholders. especially The methodologywith young people, centered who on interest among different stakeholders. The methodology centered on the use of Minecraft as a tool usuallythe use do of notMinecraft have a asvoice a tool in forplanning visualization processes. and Immersion collaboration, in three-dimensional especially with young models people, aimed who to for visualization and collaboration, especially with young people, who usually do not have a voice substantiallyusually do not improve have a voicethe participants’ in planning levelprocesses. of spatial Immersion understanding. in three-dimensional Figure 1 shows models the aimedpresent to in planning processes. Immersion in three-dimensional models aimed to substantially improve the contextsubstantially and the improve scenario the of aparticipants’ playground level design of inspatial Minecraft understanding. by young people Figure in 1 Undugu,shows the Nairóbi, present participants’ level of spatial understanding. Figure1 shows the present context and the scenario of a Kenya.context Implementations and the scenario ofof othera playground places were design fund in edMinecraft by the Blockby young by Bloc peoplek project, in Undugu, including Nairóbi, the playground design in Minecraft by young people in Undugu, Nairóbi, Kenya. Implementations of publicKenya. space Implementations design of Accra, of other Ghana places and thewere redesign funded of by a partthe Blockof Les byCayes, Bloc kHaiti, project, shown including in Figure the other places were funded by the Block by Block project, including the public space design of Accra, 2.public All spaceimages design wereof Accra, made Ghana available and the redesignonline of aon part the of LesBlock Cayes, Haiti,by Block shown inwebsite Figure Ghana and the redesign of a part of Les Cayes, Haiti, shown in Figure2. All images were made (https://www.blockbyblock.org/resources).2. All images were made available online on the Block by Block website available(https://www.blockbyblock.org/resources). online on the Block by Block website (https://www.blockbyblock.org/resources).

FigureFigure 1. 1. Playground design for Undugu, Nairobi, Kenya [29]. Figure 1. Playground design for Undugu, Nairobi, Kenya [[29]26]..

(a) (b) (a) (b) Figure 2. (a) Block by Block’s Minecraft design of Accra, Ghana; (b) Block by Block’s Minecraft design Figure 2. (a) Block by Block’s Minecraft design of Accra, Ghana; (b) Block by Block’s Minecraft design of Les Cayes, Haiti [27]. ofFigure Les Cayes, 2. (a) BlockHaiti [30]by Block’s. Minecraft design of Accra, Ghana; (b) Block by Block’s Minecraft design of Les Cayes, Haiti [30]. The “Geocraft NL Project” is a collaborative initiative of researchers from SPINlab (Vrije Universiteit Amsterdam),The “Geocraft GeoScience NL Project” Center is GeoFort a collaborative and Geodan. initiative It integrates of researchers an environmental from SPINlab education (Vrije UniversiteitThe “Geocraft Amsterdam), NL Project”GeoScience is a Center collaborative GeoFort in anditiative Geodan. of researchers It integrates from an environmentalSPINlab (Vrije curriculumUniversiteit in Amsterdam), many schools GeoScience in the Netherlands, Center GeoF andort it is and already Geodan. expanding It integrates to Poland, an environmental where the UN educationEnvironment curriculum oﬃce is based.in many This schools conﬁrms in the the potentialNetherlands, of Minecraft and it is as already an educational expanding tool to which Poland, can whereeducation the UN curriculum Environment in many office schools is based. in Thisthe Netherlands,confirms the potentialand it is ofalready Minecraft expanding as an educational to Poland, toolwhere which the UNcan Environment be used in secondaryoffice is based. schools. This confThe irmsteam the used potential GIS applications of Minecraft asto anmodel educational three- dimensionaltool which objectscan be inused Minecraft. in secondary These objectsschools. were The generated team used with GIS public applications data, representing to model trees,three- dimensional objects in Minecraft. These objects were generated with public data, representing trees,

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ISPRSbe used Int. J. in Geo-Inf. secondary 2019, 8, schools.x FOR PEER The REVIEW team used GIS applications to model three-dimensional objects 5 of 19 in Minecraft. These objects were generated with public data, representing trees, streets, rivers and streets,buildings rivers in the and Netherlands. buildings in Young the Netherlands. people were invitedYoung topeople contribute were toinvited the project to contribute by detailing to the the projectbuilding by materials detailing and the colorsbuilding of thematerials city. and colors of the city. Similarly,Similarly, Ecocraft [31], [28], another initiative in the Netherlands, Netherlands, funded funded by by EduGIS EduGIS Foundation Foundation and and UN-Environment,UN-Environment, focused focused on on using using Minecraft Minecraft to to experiment experiment with with pl planninganning issues issues such such as as energy, energy, waste management management and and transportation. transportation. A A conceptual conceptual image image distinguishing distinguishing Ecocraft Ecocraft from from Geocraft Geocraft is shownis shown in inFigure Figure 3a.3a. The The gaming gaming environment environment was was modeled modeled with with the the use use of of free and openopen sourcesource environmentalenvironmental data,data, in in line line with with Principle Principle 10 of the10 Rioof Declarationthe Rio Declaration on Environment on Environment and Development, and Development,which advocates which the advocates right to information, the right to informatio public participationn, public participation and access and to justice access asto pillarsjustice as of pillarsenvironmental of environmental governance. governance. Impact models Impact and mode futurels and scenarios, future inscenarios, order to in provide order informationto provide informationregarding the regarding players’ budgetthe players’ and environmentalbudget and envi impactsronmental of activities, impacts wereof activities, added to were the Minecraftadded to thegameplay. Minecraft This gameplay. initiative This promoted initiative a weekend-long promoted a weekend-long workshop that workshop gathered500 that young gathered participants 500 young in participantsAmsterdam Arenain Amsterdam stadium. Arena The focus stadium. of the The experiment focus of was the toexperiment raise environmental was to raise awareness environmental among awarenessyoung people. among The young players people. were ableThe toplayers experiment were able with to their experiment budget andwith visualize their budget the environmental and visualize theimpacts environmental of their design impacts decisions, of their as design shown indecisions, Figure3b. as All shown images in wereFigure made 3b. All available images online were bymade the availableInspire EU online funded by projectthe Inspire (https: EU// inspire.ec.europa.eufunded project (https://inspire.ec.europa.eu/)./).

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Figure 3. (a) Minecraft, Geocraft, Ecocraft and Energycraft conceptual scheme; (b) Ecocraft game. Figure 3. (a) Minecraft, Geocraft, Ecocraft and Energycraft conceptual scheme; (b) Ecocraft game. Source: Scholten, Dias and Andrzejewska (2018) [8]. Source: Scholten, Dias and Andrzejewska (2018) [9]. Similar to this, GeoBoxers, a Danish company, modeled entire cities and countries in Minecraft. ExamplesSimilar of to the this, modeled GeoBoxers, cities a include Danish Copenhagen company, mo (Figuredeled4 entire), Denmark, cities and and countries the Białowie˙zaForest in Minecraft. Examplesin Poland of [29 the]. GeoBoxersmodeled cities have include experience Copenhagen with all (Figure kinds of 4), geospatial Denmark, data and andthe Bia Minecraftłowieża models Forest inof Poland all scales, [32]. from GeoBoxers 4000 billion have blocks experience covering with the all wholekinds of Denmark geospatial to onedata single and Minecraft building models measured of allby scales, drones from and modelled4000 billion in blocks 30 cm blocks.covering The the company’s whole Denmark modeling to one methodology single building uses measured GIS software by dronesand is basedand modelled on an automatic in 30 cm algorithmblocks. The building compan generationy’s modeling process methodology that uses uses Open GIS Street software Map data.and isThey based modeled on an automatic the old Christian algorithm IV’s building Brewhouse generati inon Copenhagen, process that shownuses Open in Figure Street4 Map. In thedata. article They “Connectingmodeled the 3D old models Christian and GISIV’s with Brewhouse Minecraft” in [ 30Co],penhagen, the author arguedshown thatin Figure community 4. In collaboration the article “Connectingstrengthens the 3D sense models of belonging and GIS and with enhances Minecraft” consensual [33], design the author outcomes. argued He stressesthat community that young collaboration strengthens the sense of belonging and enhances consensual design outcomes. He people are generally excluded from urban planning, and that Minecraft is a powerful tool that can stresses that young people are generally excluded from urban planning, and that Minecraft is a change that. powerful tool that can change that. Another example is the virtual representation of Viborg city, northwestern Denmark, which holds Another example is the virtual representation of Viborg city, northwestern Denmark, which the largest limestone mine in the world (Figure5). The project explored Minecraft’s potential of holds the largest limestone mine in the world (Figure 5). The project explored Minecraft’s potential underground by modeling to show its use in physical geography studies. The mining and geological of underground by modeling to show its use in physical geography studies. The mining and data were collected from LiDAR (Light Detection and Ranging) technology. All images were made geological data were collected from LiDAR (Light Detection and Ranging) technology. All images available online by Geoboxers (https://www.geoboxers.com/). were made available online by Geoboxers (https://www.geoboxers.com/).

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(a) (b) (a) (b) Figure 4. (a) Geoboxers’ Minecraft design of Copenhagen, Denmark; (b) Geoboxers’ representation of Figure 4. (a) Geoboxers’ Minecraft design of Copenhagen, Denmark; (b) Geoboxers’ representation of FigureChristian’s 4. (a) IV Geoboxers’ old beer factory Minecraft[34] design. of Copenhagen, Denmark; (b) Geoboxers’ representation of Christian’s IV old beer factory [31]. Christian’s IV old beer factory[34].

(a) (b) (a) (b) FigureFigure 5. 5. ((aa)) MinecraftMinecraft model of of Mønsted Mønsted and and Daugbjerg Daugbjerg mines; mines; (b ()b Mønsted) Mønsted and and Daugbjerg Daugbjerg limes, limes, Viborg,FigureViborg, 5. Denmark. Denmark. (a) Minecraft Source:Source: model GeoBoxers of Mønsted [33] [30]. .and Daugbjerg mines; (b) Mønsted and Daugbjerg limes, Viborg, Denmark. Source: GeoBoxers [33]. Minecraft’s geogaming potential went global at Habitat III, in Quito, Ecuador, with a discussion Minecraft’s geogaming potential went global at Habitat III, in Quito, Ecuador, with a discussion panel dedicated exclusively to the tool “Using Minecraft for Community Participation in Public Space panelMinecraft’s dedicated geogamingexclusively topotential the tool went “Using global Mine atcraft Habitat for Community III, in Quito, Participation Ecuador, with in aPublic discussion Space Design”, held on October 20, 2016. The panel discussed UN-Habitat, Mojang and Microsoft initiatives panelDesign”, dedicated held on exclusively October 20, to 2016. the tool The “Using panel discussed Minecraft UN-Habitat, for Community Mojang Participation and Microsoft in Public initiatives Space regardingDesign”,regarding held civic civic on engagementengagement October 20, in2016. public The spaces’ spaces’panel discussed design, design, focusing focusingUN-Habitat, on on the theMojang participation participation and Microsoft of ofyouth, youth, initiatives woman woman andregardingand slum slum dwellers. civicdwellers. engagement Thus, Thus, regardless regardless in public of spaces’of citizen citizen design, involvement involvement focusing or or theon the the fact fact participation that that there there are ofare places youth, places where woman where there areandthere no slum computersare dwellers.no computers or Thus, even or internet,regardless even internet, it of is possiblecitizen it isinvo topossible conductlvement to andorconduct the engage fact and that urban engage there planning are urban places experimentsplanning where inthereexperiments Minecraft, are no in withcomputers Minecraft, participation or with even participation ofinternet, citizens it of is citi di possibleffzenserent of ages,differentto conduct genders ages, and genders and engage cultures, and urban cultures, if theplanning required if the equipmentexperimentsrequired equipment is in provided Minecraft, is provided during with theparticipation during workshops the workshops of [citi12,zens32]. of[13,35]. different ages, genders and cultures, if the required equipment is provided during the workshops [13,35]. 2.4.2.4. Identified Identified ResearchResearch GapsGaps 2.4. Identified Research Gaps TheThe projectsprojects inin MinecraftMinecraft developed to to date date show show the the potential potential of of this this game game environment. environment. The The researchresearchThe presentedprojectspresented in ininMinecraft thisthis articlearticle developed builds on onto dateprevio previous showus experience experiencethe potential and and of identifies this identifies game three environment. three research research gapsThe gaps whichresearchwhich are are presented addressed addressed in in inthis this this article paper. paper. builds Previous Previous on experimentsprevio experimentsus experience such such as as Geocraftand Geocraft identifies NL NL and threeand Block Block research by by Block Blockgaps have engagedwhichhave engaged are young addressed young people peoplein inthis the inpaper. design the design Previous process, process, experiments but neverbut never as such young as young as Geocraft as 4–7as 4–7 years NLyears old.and old. Block They They alsoby also Block did did not engagehavenot engage engaged very very young young young children people children in in the the in designthe process process process, of theof th but co-designe co-design never as and youngand co-creation co-creation as 4–7 years of of their their old. environment. Theyenvironment. also did In synthesis,notIn synthesis,engage the very threethe young three research childrenresearch gaps in gaps identified the processidentified for of the thfore research co-designthe research presented and presented co-creation in this in paper of this their were:paper environment. (1)were: engaging (1) olderInengaging synthesis, and youngerolder the and three children younger research in children urban gaps planning;identified in urban forplan (2) childrenthening; research (2) aschildren co-designers presented as co in-designers inthis planning paper in were:planning process; (1) (3) engagingengagingprocess; (3) childrenolder engaging and in younger rural children areas. children in rural areas.in urban planning; (2) children as co-designers in planning process; (3) engaging children in rural areas. 2.4.1.2.4.1. Children’sChildren’s SemioticSemiotic Manifestations 2.4.1. Children’s Semiotic Manifestations ThisThis sub-sectionsub-section addressesaddresses the research research gap gap (1), (1), engaging engaging older older and and younger younger children children in inurban urban planning.planning.This Thesub-section The hypothesis hypothesis addresses is is that that eitherthe either research younger younger gap or (1), olderor engagingolder children children older can participatecanand participateyounger in thechildren in planning the planningin urban process planning. The hypothesis is that either younger or older children can participate in the planning and contribute in the co-creation process. There are five manifestations of the semiotic (or symbolic)

ISPRS Int. J. Geo-Inf. 2020, 9, 170 7 of 19 expression with which children may communicate and they may include: (a) deferred imitation; (b) symbolic play; (c) drawing; (d) mental image; and (e) memory [33]. The gaming environment of Minecraft allows younger and older children to manifest and develop their semiotic representations through the ﬁfth order of complexity. Imitation can be done by simulating sensorimotor movements with their avatar in the Minecraft game. Symbolic play can be done by simulating the Minecraft game environment as their actual everyday life, in which they can become immersed and spontaneously express pleasure and/or disinterest. Drawing (or graphic image) can be implemented in the form of designing new architectonical elements in the digital landscape of Minecraft. Mental imaging can be done by consciously designing structured architectonic elements with a combination of blocks with a determined color and built material. Evocative memory or recall is done by redesigning memory-images of local heritage values [34], or rupturing with the existing values by designing new ones.

2.4.2. Children, Remembrance and Now-Time This sub-section addresses the research gap (2), children as co-designers in planning process. The hypothesis was that children are valuable to the planning process, and that they are able to co-design, collaborate, and envision changes in the place in which they live. Children have a redemptive possibility of the past through the life-and-sense-embracing immersion in the world of sensation, absorbing and being absorbed by the present moment [35]. Using a Minecraft scenarios approach may enable children to explore the twin aspects of redemption in Benjamin’s writings: remembrance and now-time as a task of childhood [36]. There is an emancipatory potential held within the development of historical consciousness in children. Minecraft is a tool that may allow children to explore different choices to their precedents. They are able to explore their ancestors’ planning choices and experiment with their own ideas. The notion of remembrance raises three interlinked sets of questions: (a) justification for remembering the past; (b) what should be remembered; and (c) what kind of existence the past has [35]. The justification relates to the subject, for instance, setting Minecraft as a scenario environment for children to revisit the past and better understand their ancestors planning choices. What should/can be remembered relates to the object of remembrance, for instance, the heritage values that shaped the architectural ensemble. For instance, children’s representations in Minecraft can show a redemptive quality of the past, in cases where they choose to relate to it through the design.

2.4.3. Rural Children in the Urban Revolution This sub-section addresses the research gap (3), engaging children of rural areas. The hypothesis was that children in rural areas prefer living in cities and therefore have a tendency to leave their rural town. Rural people have an important role in the complex play of planning. The rural community is a form of social group, organized historically according to the determined norms of families tied to the land [9–11]. Geogames, in this case, can become a method of historic–genetic analysis that may enable people to measure discrepancies in architectural typology and settlement form. This measurement can be based on the metrics of architectural elements designed in the Minecraft game environment. Minecraft was shown to be useful for heritage documentation in rural areas facing urban expansion and transformation. The total urbanization of society is an inevitable process that demands new interpretive and perceptual approaches. The urban revolution is virtual today, but will be real in the future. That is why it is relevant to involve rural children in planning processes, because they will eventually be the decision-makers in the urban revolution. Therefore, the experiments in Minecraft explore individual creativity in shaping the realities and possibilities of urban space in rural communities.

2.5. Research Questions The main research questions identiﬁed for this research appeared as follows: ISPRS Int. J. Geo-Inf. 2020, 9, 170 8 of 19

ISPRS Int. J. Geo-Inf. 2019, 8, x FOR PEER REVIEW 8 of 19 - Can Minecraft game environment be used to engage young and old children from rural areas in urbanThe main planning? research Speciﬁcally, questions identified Tirol town for in this Brazil; research appeared as follows: - Can children interact with the Minecraft game environment and co-design the environment in - Can Minecraft game environment be used to engage young and old children from rural which they live? Speciﬁcally, students from a public school in Tirol town in Brazil; areas in urban planning? Specifically, Tirol town in Brazil; - What are their values and how do they express them regarding their hometown? - Can children interact with the Minecraft game environment and co-design the environment In orderin which to be they able tolive? answer Specifically, these research students questions, from a public we selected school ain study Tirol casetown in in a Brazil; rural landscape in Brazil.- What We then are modeledtheir values this and landscape how do inthey the express Minecraft them game regarding environment their hometown? and let young children to interactIn order with to it.be Theable followingto answer sectionthese research describes questions, the selected we selected study case a study and thecase visualizations in a rural inlandscape Minecraft. in Brazil. We then modeled this landscape in the Minecraft game environment and let young children to interact with it. The following section describes the selected study case and the 3.visualizations Minecraft as in the Minecraft. Tool for Civic Engagement

3.1.3. Minecraft Study Case as the Tool for Civic Engagement

3.1. StudyThe study Case case selected in this research was Tirol. Tirol is a rural mountainous town built by Tyrolean Austrian farmers from 1859 in the ancient immigrant colony of Santa Leopoldina, which becameThe a study municipality case selected of the in state this research of Espírito was Santo, Tirol. inTirol the is south a rural east mountainous of Brazil [37 town]. It built is the by only AustrianTyrolean colonyAustrian in farmers the state from and 1859 the firstin the one ancient in Brazil. immigrant The elders colony still of speak Santa theLeopoldina, German languagewhich became a municipality of the state of Espírito Santo, in the south east of Brazil [40]. It is the only today. The younger generations did not preserve the language due to depopulation and the fact that Austrian colony in the state and the first one in Brazil. The elders still speak the German language the school no longer teaches German. Tirol is 15 km from the city of Santa Leopoldina, and 60 km from today. The younger generations did not preserve the language due to depopulation and the fact that Vitória, the capital city of the state of Espírito Santo, located on the coast of Brazil. The Santa Maria da the school no longer teaches German. Tirol is 15 km from the city of Santa Leopoldina, and 60 km Vitória river connected Santa Leopoldina to Vitória’s bay, where slaves transported the coffee supply in from Vitória, the capital city of the state of Espírito Santo, located on the coast of Brazil. The Santa boats until the development of roads connecting Tirol and other small towns directly to Vitória in the Maria da Vitória river connected Santa Leopoldina to Vitória’s bay, where slaves transported the turncoffee of supply the 20th in century.boats until the development of roads connecting Tirol and other small towns directly to VitóriaTirol wasin the chosen turn of due the to 20th its particular century. architecture, whose morphological and sociological structure goes backTirol towas one chosen of the formationsdue to its ofparticular the immigration architecture, culture whose in the morphological state of Espí ritoand Santo, sociological southeast Brazilstructure [38 ,goes39]. Itsback heritage to one of is protectedthe formations by the of Resolutionthe immigration 05/1983 culture by the in the Culture state of State Espírito Council. Santo, Tirol 2 hassoutheast an area Brazil of 18.18 [41,42]. km Its, lies heritage 650 m is above protected sea level,by the and Resolution has a population 05/1983 by of the approximately Culture State one thousandCouncil. [Tirol40]. Itshas economy an area hasof experienced18.18 km2, lies an unusual650 m above boost duesea level, to the and ginger has production a population in the of last 10approximately years, although one smallholder thousand [43]. farmers Its economy still depend has experienced on coffee production an unusual for bo theirost due livelihood. to the ginger Figure 6 showsproduction some in of the Tirol’s last buildings10 years, although and Figure smallhol7 showsder Tirol’s farmers location still depend and the on area coffee of studyproduction modeled for in Minecraft,their livelihood. as well Figure as the 6 stateshows of some Espírito of Tirol’s Santo, bu theildings municipality and Figure Santa 7 shows Leopoldina, Tirol’s location the village and of the Tirol andarea the of ruralstudy center modeled of the in village,Minecraft, in aas close-up well as visualization.the state of Espírito Santo, the municipality Santa Leopoldina, the village of Tirol and the rural center of the village, in a close-up visualization.

(a) (b)

FigureFigure 6. 6. (a()a Gasthof) Gasthof Inn Inn [44] [41; ];(b ()b Tirol’s) Tirol’s rural rural center center [45] [42. ].

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FigureFigure 7. location 7. Location in the in state the stateof Espírito of Esp Santo,írito Santo, southeast southeast Brazil. Brazil. 3.2. Visualizaiton of Tirol in Minecraft 3.2. Visualizaiton of Tirol in Minecraft The implementation of the game environment in Minecraft involved a framework of techniques The implementation of the game environment in Minecraft involved a framework of techniques and technologies based on GIS technologies to represent, visualize, explore, design, evaluate and and technologies based on GIS technologies to represent, visualize, explore, design, evaluate and negotiate scenarios based on heritage values. With Minecraft’s new features, it is possible to program negotiate scenarios based on heritage values. With Minecraft’s new features, it is possible to program and code entire territories [43,44]. Some of the geo-information processes accessible for modeling a and code entire territories [46,47]. Some of the geo-information processes accessible for modeling a real-world context in Minecraft used to create the landscapes for this research were [12]: real-world context in Minecraft used to create the landscapes for this research were [13]: (a) (a)Obtaining Obtaining altimetry altimetry data data from from the Unitedthe United States States Geological Geological Survey Survey (USGS) (USGS) online repository,online speciﬁcallyrepository, Shuttle specifically Radar TopographicShuttle Radar Mission Topographic (SRTM) Mission digital elevation (SRTM) modelsdigital (DEM)elevation with a resolutionmodels of(DEM) 30 meters; with a resolution of 30 meters; (b) (b)Obtaining Obtaining vegetation vegetation cover cover data data from from satellite satellite imagery imagery of free of geofree view geo view platforms platforms such assuch Google Earthas Google and OpenLayers Earth and Plugin OpenLayers (QGIS), Plugin and vegetation (QGIS), and types vegetation in the online types 3D in object the online repository 3D in SketchUpobject repository Warehouse, in PlanetMinecraftSketchUp Warehous ande, Minecraft PlanetMinecraft Forum; and Minecraft Forum; (c) (c)Generating Generating a newa new DEM DEM by by a newa new interpolation interpolatio performedn performed in in a GISa GIS software, software, with with one-meter one- resolution,meter resolution, in order to in increase order theto modelincrease resolution the model and equipresolution it with and the equip Minecraft it with scale, the which worksMinecraft with 1 scale, m3 blocks which (1:1 works scale); with 1 m3 blocks (1:1 scale); (d) (d)Converting Converting the the new new DEM DEM from from *.geoti *.geotiffﬀ into into *.bmp *.bmp format format in MicroDEM in MicroD softwareEM software to be to readable be in WorldPainterreadable in WorldPainter software, a map software, editing a map “Paint” editing for Minecraft; “Paint” for Minecraft;

(e) (e)ImportingImporting the the *.bmp *.bmp format format DEM DEM in WorldPainter, in WorldPainter, which which allows allows adjustments adjustments in the in ecological the layerecological of the territory layer of such the asterritor elevation,y such boundaries, as elevation, vegetation, boundaries, water vegetation, data; it should water be data; noted it that theshould maximum be noted height that allowed the maximum in Minecraft height is 256 allowed m in 1:1in Minecraft scale, so that is 256 an altimetrym in 1:1 scale, higher so than thisthat requires an altimetry adjustments higher using than verticalthis requires exaggeration adjustments when using exporting vertical the exaggeration ﬁle from WorldPainter when to Minecraft;exporting the file from WorldPainter to Minecraft; (f) Inserting three-dimensional vegetation in WorldPainter or building models from online (f) Inserting three-dimensional vegetation in WorldPainter or building models from online repositories such as SketchUp Warehouse, PlanetMinecraft or Minecraft Forum in * repositories such as SketchUp Warehouse, PlanetMinecraft or Minecraft Forum in * .schematic .schematic format. It is possible to visualize the edited model in zenithal and isometric views, to control the relief modeling process (mainly altimetry).

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format. It is possible to visualize the edited model in zenithal and isometric views, to control the relief modeling process (mainly altimetry). ISPRS Int. J. Geo-Inf. 2019, 8, x FOR PEER REVIEW 10 of 19 Figure8a shows part of the technical implementation, highlighting: (a) Digital Elevation Model; (b) TriangulatedFigure 8a shows Irregular part of Network; the technical and implementa (c) Worldpaintertion, highlighting: Model. After (a) the Digital WorldPainter Elevation Model; modeling, the(b) ﬁleTriangulated was exported Irregular to Minecraft Network; as aand game (c) Worldp ﬁle. Theainter models Model. presented After the in Figure WorldPainter8 attempt modeling, to visualize Tirolthe file and was its surroundingexported to landscape.Minecraft as a game file. The models presented in Figure 8 attempt to visualize Tirol and its surrounding landscape.

Figure 8. ((aa)) Digital Digital Elevation Elevation Model; Model; (b ()b Triangulated) Triangulated Irregular Irregular Network; Network; (c) (WorldPainterc) WorldPainter model. model.

3.3.3.3. GameplayGameplay in Minecraft TheThe virtualvirtual environment seen seen in in Figure Figure 88 waswas combined combined with with playful playful tasks tasks for for exploration exploration and and visualizationvisualization andand called called Tirolcraft. Tirolcraft. The The term term Tirolcraft Tirolcraft refers refers to theto promotionthe promotion of new of skillsnew skills for children, for suchchildren, as creativity, such as problemcreativity, solving, problem self-direction, solving, self-direction, and collaboration, and collaboration, leading to aleading better understanding to a better ofunderstanding socioeconomic of andsocioeconomic spatial-temporal and spatial-temporal issues. Children issues. are invitedChildren into are a invited world ininto which a world they in play theirwhich ancestors they play and their have ancestors a chance and to have redesign a chance Tirol to completely. redesign Tirol They completely. have a choice They tohave either a choice agree or disagreeto either withagree present or disagree design with and present change design it. and change it.

4.4. TestingTesting MinecraftMinecraft with Childr Children:en: the The Tirolcraft Tirolcraft Experiment Experiment TwoTwo subsequentsubsequent experiments were were conducted conducted with with the the goal goal of ofengaging engaging children children in intesting testing TirolcraftTirolcraft asas aa playfulplayful gaminggaming platform and enab enablingling a a discussion discussion about about values. values. Schoolteachers Schoolteachers supportedsupported thesethese activities and and included included them them in in their their teaching teaching programs. programs. Children Children could could either either (re)produce(re)produce thethe Tyrolean built built fabric fabric as as it it stands stands or or break break with with this this logic logic and and propose propose a new a new land land useuse structurestructure inin responseresponse to perceived errors errors made made by by previous previous generations. generations. Each Each experiment experiment used used only only oneone computercomputer laptop laptop and and one one Minecraft Minecraft license license and and was was played played offline, oﬄ asine, there as therewas no was access no accessto the to theinternet. internet.

4.1.4.1. FirstFirst Experiment: Playtesting Playtesting Minecraft Minecraft TheThe goalgoal of the first first experiment experiment was was to to analyze analyze ch children’sildren’s interactions interactions with with Minecraft Minecraft in order in order to to prepareprepare themthem forfor the second experiment. experiment. The The analys analysisis focused focused on on observing observing their their understanding understanding and and recognition of the landscape, their ability to build (and willingness to destroy), and the usability of recognition of the landscape, their ability to build (and willingness to destroy), and the usability of Minecraft. The analysis also covered two different age groups that were invited to play during Minecraft. The analysis also covered two different age groups that were invited to play during classroom classroom hours. Involving all the children in the school was deliberate, to build trust for future hours. Involving all the children in the school was deliberate, to build trust for future activities. activities. The experiment was designed as follows: The experiment was designed as follows: (1) Presenting(1) Presenting Minecraft Minecraft and and its its functionalities; functionalities; (2) Explaining(2) Explaining the the goal goal of of the the experiment: experiment: redesigningredesigning Tirol; (3) Designing a new city; (3) Designing a new city; (4) Discussing the final design scenario. (4) Discussing the final design scenario. The model in Minecraft presented the natural landscape of Tirol on a single computer laptop. The experiment took place on 6th and 7th June 2016 and involved 30 students between 4 and 11 years old from Tirol’s public school. Children were divided in two groups—younger and older children. This was a rapid design workshop in which each group of children could design their village together for 30 minutes.

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ISPRS Int. J. Geo-Inf. 2019, 8, x FOR PEER REVIEW 11 of 19 The model in Minecraft presented the natural landscape of Tirol on a single computer laptop. The The younger group was composed of 12 students between 4 and 7 years old (Figure 9a). experiment took place on 6th and 7th June 2016 and involved 30 students between 4 and 11 years old Surprisingly they showed a good understanding of the game, and maintained attention throughout from Tirol’s public school. Children were divided in two groups—younger and older children. This the whole activity. Part of the group was the photographers and the other part was the designers. was a rapid design workshop in which each group of children could design their village together for They could exchange roles when they wanted to. The first designer was taught how to use the game 30application, minutes. and she then became the tutor for the next one in line. This strategy left the researcher andThe facilitator younger free groupto write was down composed observations of 12of children’s students behavior between and 4 and interactions 7 years with old the (Figure game.9a). SurprisinglyChildren could they ask showed for help a at good any understandingstage of the design of theprocess, game, and and were maintained encouraged attention to be as throughout creative theas wholethey wanted. activity. Part of the group was the photographers and the other part was the designers. They couldAs a result, exchange the younger roles when kids’ they proposals wanted included: to. The (a) ﬁrst buildings designer with was materials taught how related to useto the the local game application,environment, and such she as then wood became and st theone; tutor (b) playgrounds for the next with one inequipment line. This for strategy playful left activities; the researcher (c) a andwaterfall; facilitator (d) a free cavern; to write (e) a downsquare observations in front of the of school children’s and the behavior church, anda lake, interactions trees, flowers, with animals, the game. Childrenand a playground. could ask for Figure help 9a at anyshows stage a group of the of design the younger process, kids and wereat work. encouraged Figure 9b to shows be as creativetheir asdesign. they wanted.

(a) (b) Figure 9. (a) A group of young children redesigning Tirol; (b) Landscape design created by the younger Figure 9. (a) A group of young children redesigning Tirol; (b) Landscape design created by the children in Minecraft. younger children in Minecraft. As a result, the younger kids’ proposals included: (a) buildings with materials related to the local environment, such as wood and stone; (b) playgrounds with equipment for playful activities; (c) a waterfall; (d) a cavern; (e) a square in front of the school and the church, a lake, trees, flowers, animals, and a playground. Figure9a shows a group of the younger kids at work. Figure9b shows their design. The group of older children was composed of 18 students between 7 and 11 years old (Figure 10a) and showed an eagerness to explore the game by expanding the design area and diversifying the built environment. Some of the older children’s designs were: (a) new buildings, such as a bigger school; (b) vegetation trees and gardens with flowers; (c) a cavern; (d) a new square in front of the school and the church with a lake, trees, flowers, animals and playground with places for bicycle, rollerblades, kick scooter, and a place to skate (Figure 10b).

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The younger group was composed of 12 students between 4 and 7 years old (Figure 9a). Surprisingly they showed a good understanding of the game, and maintained attention throughout the whole activity. Part of the group was the photographers and the other part was the designers. They could exchange roles when they wanted to. The first designer was taught how to use the game application, and she then became the tutor for the next one in line. This strategy left the researcher and facilitator free to write down observations of children’s behavior and interactions with the game. Children could ask for help at any stage of the design process, and were encouraged to be as creative as they wanted. As a result, the younger kids’ proposals included: (a) buildings with materials related to the local environment, such as wood and stone; (b) playgrounds with equipment for playful activities; (c) a waterfall; (d) a cavern; (e) a square in front of the school and the church, a lake, trees, flowers, animals, and a playground. Figure 9a shows a group of the younger kids at work. Figure 9b shows their design.

ISPRS Int. J. Geo-Inf. 2020, 9, 170 12 of 19 (a) (b) and aFigure farm, to9. have(a) A sheltergroup of and young food. children This pointedredesigning to theirTirol; sense (b) Landscape of continuity design regarding created by the the heritage valuesyounger of the Austrianchildren in migrants Minecraft. from 160 years ago. One third of the group also mentioned the need for playful structures.

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the built environment. Some of the older children’s designs were: (a) new buildings, such as a bigger school; (b) vegetation trees and gardens with flowers; (c) a cavern; (d) a new square in front of the school and the church with a lake, trees, flowers, animals and playground with places for bicycle, rollerblades, kick scooter, and a place to skate (Figure 10b).

4.2. Second Experiment: Tirolcraft—Redesigning Tirol in Minecraft The second and main experiment focused on the older children’s group at the school. The older children from the first experiment joined the second one, which proved that, on a long research project, building trust with the school and involving as many children as possible can be an asset. This second experiment took place on October 19th and 20th of 2017, and it involved 14 children between 9 and 14 years( aold.) (b) The task was to answer the following question through the design: “If you were your ancestor fromFigureFigure Tyrol, 10. 10. Austria, ((aa)) AA groupgroup arriving of older in childrena children mountainous redesigning redesigning region, Tirol; Tirol; a ( bforest (b) Landscape) Landscape far from design design the createdcity, created what by bythe would the older older you buildchildrenchildren first?” in inTwo Minecraft.Minecraft. thirds of the group responded to the question by expressing the need to build a house and a farm, to have shelter and food. This pointed to their sense of continuity regarding the The experiment was designed as follows: heritageThe valuesgroup of olderthe Austrian children migrants was composed from 16 0of years 18 students ago. One between third of 7the and group 11 years also oldmentioned (Figure (1)10a)the Explainingneedand showedfor playful the angoal structures.eagerness of the experiment:to explore the redesigning game by expanding Tirol according the design to their area values; and diversifying (2) DesigningThe experiment a new was Tirol designed as if they as werefollows: the ﬁrst one to get there back in 1859; (3) Discussing(1) Explaining the the ﬁnal goal design of the scenario. experiment: redesigning Tirol according to their values; (2) Designing a new Tirol as if they were the first one to get there back in 1859; The(3) Discussing timing constraint the final indesign the last scenario. experiment was related to having only two lectures of 1 hour each toThe explore timing the constraint design potential in the last of Minecraftexperiment with was all related students to having of the school.only two They lectures designed of 1 hour several structureseach to explore jointly the in 30design minutes; potential what of if Minecraft each child with had all 30 students minutes of individually? the school. They The designed researcher arrangedseveral structures with schoolteachers jointly in 30 that minutes; each of what the studentsif each child would had have 30 upminutes to 30 minutesindividually? available The to design.researcher In the arranged beginning with of schoolteachers the process, a groupthat each of childrenof the students was placed would around have theup to laptop 30 minutes watching oneavailable of them to designingdesign. In the (Figure beginning 11a). of It the was process, not initially a group supposed of children to was be placed a collective around decision, the laptop but a combinationwatching one of of individual them designing decisions. (Figure After 11a). this It was was not noted, initially each supposed child was to given be a collective the computer decision, laptop forbut herself a combination/himself and of individual the researcher decisions. and facilitator After this usedwas noted, this time each to child write was down given notes the oncomputer the child’s behaviorlaptop for and herself/himself designs, as well and asthe to researcher take pictures and facilitator of the process used andthis time the actors to write (Figure down 11notesb). on the child’s behavior and designs, as well as to take pictures of the process and the actors (Figure 11b).

(a) (b)

Figure 11. (a) Beginning of the second experiment in Tirol; (b) Design by one of the older children in Figure 11. (a) Beginning of the second experiment in Tirol; (b) Design by one of the older children in Minecraft [12]. Minecraft [13].

Children focused their attention on the design of a house, which involved choosing the location. This required reflection on topography, road width and visibility to other buildings. They were excited about having the power to design their own house. While doing so, they would speak about their real houses or a house they have seen in the closest city, Santa Leopoldina, or in Vitória, the

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Children focused their attention on the design of a house, which involved choosing the location. This required reflection on topography, road width and visibility to other buildings. They were excited ISPRSabout Int. having J. Geo-Inf. the 2019 power, 8, x FOR to PEER design REVIEW their own house. While doing so, they would speak about 13 theirof 19 real houses or a house they have seen in the closest city, Santa Leopoldina, or in Vitória, the capital capitalcity of city Esp íofrito Espírito Santo State.Santo SomeState. ofSome them of startedthem started to decorate to decorate the interior the interior of the of house the house while while others otherschose tochose start to changing start changing land use land and use cover. and Despitecover. Despite their desire their todesire design to moredesign of more the areas of the for areas farming, for farming,gardening, gardening, pasture, pasture, animals, anim trees,als, flowers trees, andflowers water and well, water it waswell, not it was possible not possible to extend to 30extend minutes 30 minutesfor each for child each due child to thedue teachingto the teaching schedule schedule of the of school. the school. Figure Figure 12a shows 12a shows the designs the designs of the of firstthe firsthouses. houses. In the In backgroundthe background of the of image, the image, the church the ch isurch gray is and gray the and school the school is white. is Figurewhite. 12Figureb shows 12b a showsparticular a particular architectural architectural design—a design—a modern-type modern-type house in house gray andin gray yellow. and yellow. Figure 12Figurec shows 12c ashows house areusing house reusing rainwater rainwater with a waterwith a well. water Figure well. 12Figud showsre 12d theshows garden the ofgarden a colorful of a colorful house. house.

(a) (b)

Figure 12. (a) Landscape design’s second iteration made by the children in Minecraft; (b) Landscape Figure 12. (a) Landscape design’s second iteration made by the children in Minecraft; (b) Landscape design created by the older children in Minecraft [12]. design created by the older children in Minecraft [13]. 4.3. Testing Observations 4.3. Testing Observations The ﬁnal designs revealed the development of orientation-related skills and knowledge in architecturalThe final history,designs urban revealed planning the development and physical of geography. orientation-related Children skills were and able knowledge to access their in architecturaldesign using history, a small top-viewurban pla mapnning on and the Minecraftphysical screen,geography. as shown Children in Figure were 12 ablec. They to access were abletheir to designlocate theirusing houses; a small correlate top-view the map map on with the Minecraft real landscape; screen, align as shown the digital, in Figure real and12c. mentalThey were mapping; able tocomprehend locate their basic houses; cartographic correlate principles the map such with as real metric landscape; proportion, align scale, the coordinate digital, real system, and symbolsmental mapping;and legends; comprehend better understand basic cartogra architecturephic (buildingprinciples materials, such as implementation,metric proportion, scale, scale, color, coordinate typology) system,and the symbols landscape and (geomorphology, legends; better relief,understand soil, water architecture resources, (building green areas,materials, landscape implementation, typologies). scale,Figure color, 13 shows typology) the contrast and the between landscape the isolated(geomorpho formlogy, of settlement relief, soil, in Tirol water in realityresources, and green the grouping areas, landscapeof buildings typologies). designed Figure by children 13 shows in Minecraft. the contrast Figure between 13a represents the isolated the form present of settlement situation in and Tirol 13b inrepresents reality and the the children’s grouping design of buildings ideas. This designed collective by children vision for in Tirol Minecraft. as an urban Figure consolidated 13a represents center the is presentthe usual situation settlement and form13b represents found in the the Tyrol children’s region desi in Austria.gn ideas. This collective vision for Tirol as an urban consolidated center is the usual settlement form found in the Tyrol region in Austria.

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(a) (b)

FigureFigure 13. 13. (a(a) )Tirol’s Tirol’s rural rural center center in in reality; reality; ( (bb)) Tirol’s Tirol’s designed designed by by children children in in Minecraft. Minecraft. 5. Discussion and Reflection 5. Discussion and Reflection The experiments focused on testing the potential of Minecraft as a geogame for children. They concentratedThe experiments on the children’s focused on understanding testing the potential of the landscape of Minecraft and as their a geogame ability to for express children. their They own concentratedvalues. The experiments on the children’s in Tirol, understanding Brazil aimed of to th empowere landscape children and their to become ability active to express stakeholders their own in values. The experiments in Tirol, Brazil aimed to empower children to become active stakeholders in the planning processes. the planning processes. 5.1. Reflection on the First Experiment 5.1. Reflection on the First Experiment We observed that children were fast learners of a gaming engine such as Minecraft. The tridimensionalWe observed environment that children and thewere bricked fast logiclearners of the of gamea gaming seemed engine to be compellingsuch as Minecraft. to them. OnlyThe tridimensionala few of them environment had played Minecraft and the bricked before. logic Most of ofthe them game use seemed tablets to tobe playcompelling games. to They them. mostly Only ado few not of have them computers, had played game Minecraft consoles before. or cellphones Most of them at home. use tablets Tirol isto aplay town games. with limitedThey mostly access do to notthe have internet computers, and technology. game consoles The fact or cellphones that their own at home. place Tirol was is modeled a town with in the limited game access resulted to inthe a internetlively interaction and technology. with the The game. fact It that enabled their themown place to contribute was modeled to the co-creationin the game of resulted future scenarios in a lively in interactiontheir hometown. with the game. It enabled them to contribute to the co-creation of future scenarios in their hometown.Both age groups in the first experiment showed a good comprehension of the game mechanics duringBoth the age period groups of thein the activity, first experiment and were able showed to design a good houses, comprehension squares, playgrounds, of the game tunnels, mechanics and duringlakes. Thethe designsperiod of of the the activity, younger and children were wereable to more design simplistic. houses, They squares, composed playgrounds, a couple tunnels, of buildings and lakes.connected The withdesigns a small of the river younger and random children play were furniture. more Thesimplistic. older group They showedcomposed a more a couple complex of buildingsmapping abilityconnected through with aa varietysmall river of architectonic and random ensemble, play furniture. and a betterThe older sense group of symmetry showed anda more the complexdistribution mapping of elements. ability through They showed a variety a wish of archit for density,ectonic inensemble, contrast and to the a better actual sense layout of of symmetry Tirol. and the distribution of elements. They showed a wish for density, in contrast to the actual layout of Tirol.5.2. Reflection on the Second Experiment The second and main experiment revealed that children reproduced the heritage values related 5.2. Reflection on the Second Experiment to their rural landscape. The game environment was designed so that children would have a chance to revisitThe second the challenges and main of experiment their ancestors revealed when that they children first entered reproduced the region. the heritage Their values ancestors related had toto their rapidly rural build landscape. shelter The and game begin environment to farm in order was todesigned pay for so the that land children in a maximum would have of tena chance years. toChildren revisit the validated challenges their of choices their ancestors by choosing when to build they afirst house entered and a the farm, region. their Their heritage ancestors values’ had pillars. to rapidlyThey build kept shelter shelter and and begin food to as farm the primaryin order aspectsto pay offor their the land ancestors in a maximum alongside theof ten scale years. and Childrenproportion validated of the house. their Theychoices made by dichoosingfferent choices to build regarding a house rural and morphology, a farm, their from heritage isolated values’ large pillars.properties to conjugated small properties and from a spread-out urban center to a compact one. They alsoThey directed kept urban shelter expansion and food into as the the valley primary and aspe not tocts the of hills.their ancestors alongside the scale and proportionEach child of the designed, house. They at least, made a house. different The ch finaloices design regarding shows rural 16 buildings, morphology, in which from there isolated were large14 houses, properties one church to conjugated and one small school. properties The colors and of thefrom buildings a spread-out demonstrate urban center a playful to a elementcompact in one. the Theychildren’s also directed design. urban Play is expansion not only aninto action the valley but an and action not to triggered the hills. by architecture and design. In otherEach cases, child the colordesigned, represents at least, the a constructivehouse. The final materials, design such shows as wood 16 buildings, and stone, in thatwhich exist there in reality.were 14 houses, one church and one school. The colors of the buildings demonstrate a playful element in the children’s design. Play is not only an action but an action triggered by architecture and design. In

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The design functions as a simulation aspect of the gaming approach. The representation of a house becomes a reflection of reality, e.g. materials, or a projection of the ludic, e.g. colors. Notably, while most buildings, with regard to typology, construction materials, implementation, look similar to the rural house of the German-speaking Tyrolean region in Austria [40], some buildings designed by children refer to the modernist architecture movement [45]. An example is the modernization of Stubai, south of Innsbruck, the main place of their ancestors’ origin. The older children excelled in the aesthetic and functional appeal in modeling, modifying, and arranging landscape elements (e.g., land, plants, and water). Although children had no guidance or recommendations regarding the ecological dimensions of designing their town, they built natural light-centric buildings incorporating rainwater re-use, community gardening, and vegetation conservation. This was similar the Ecocraft experiment that the Dutch initiative mentioned previously, and confirms the potential of climate-led approaches to Minecraft and the tendency of children to consider these aspects in design decisions. Children chose to build an urban center with visibility from one residence to another, and to the church. It is a combination of the form–function–structure that influences their collective values alongside their everyday life in Tyrol in Austria [46]. This was a major step forward in relation to the previous experiment, because it was possible to understand the choices and the visions of children for their town. The design results represent an exceptional set of qualitative and quantitative data for urban planning. Both experiments supported the development of new skills by challenging children to explore and be aware of the rural fabric in their town concerning the architectural ensemble [47], rural design [9], and cultural landscape [42]. The experiments raised awareness through specific tasks, such as building new architecture, agricultural farms and changing rural morphology.

6. Conclusions The digital game environment built in Minecraft, Tirolcraft, demonstrated that using a game as a tool can motivate, inspire and engage very young and older children to participate in the urban planning process. Their pleasure, engagement and focus when participating were observed in two experiments described in this article and conducted in Tirol, a small rural village in Santa Leopoldina, Brazil. This research presents evidence and answers the main research questions set for this paper. The Minecraft game environment can be expanded and developed in a way that it becomes the central motivating platform which can engage children and youth in active engagement, collaboration and generation of ideas for the future of their hometowns. Children were able to interact with the designed platform and were immersed in experimenting with this platform, which enabled them to share their current problems and visions for the future. Children were able to bring their ludic quality, and an ability to play and enjoy, into the process of co-creation. Younger children contributed simpler designs, but these are also valuable for the planner and designer. In contrast to that, older children designed more complex structures in their visions for the future of their places. This has the value of giving children a voice, and the possibility of expressing themselves and actively contributing to urban planning processes. The two experiments discussed in this paper prove that Minecraft as a gaming environment and platform can be used with primary school children. In their suggestions for the future, the children involved in these experiments showed that they value a balance between the built and the natural landscape and walkable distances to everyday facilities. They were keen to explore the reality after being immersed virtually in the game. The two experiments demonstrated that Minecraft could be used as a tool encouraging democratic and inclusive civic participation. The engagement was combined with the introduction of a ludic experience that enabled a relationship with the places as well as the toys. The game environment was able to break down complex issues into simple ones. The first experiment showed that Minecraft is a suitable tool for children to engage with the design processes, even very young ones. It also revealed that heritage values based on the long past can be reproduced in a contemporary way. For instance, ISPRS Int. J. Geo-Inf. 2020, 9, 170 16 of 19 kids kept the typology of a house and turned it into a monument of colors, transparency (bringing natural light and therefore saving energy) and vicinity to other buildings. The experiments also revealed that only one computer could be suitable for engaging three children at a time. Using only one computer resulted in a slower pace of the experiment. It did not allow the whole group of children to play together in the same game environment at the same time. Using one computer per child may allow children to detail more of their heritage values and design the urban expansion of the actual rural center. This needs to be tested in the future. The schoolteachers also enjoyed having a new tool such as Minecraft in their pedagogical program. They wanted the researcher to return regularly, because they did not feel comfortable using Minecraft in teaching on their own. Although they recognized the relevance of having technology embedded in the curriculum, they felt that the state should provide computer equipment and training to them. One of the eldest teachers in the school stressed that she sees the potential of the game to teach history through architecture, geography through the exploration of coordinates and map visualization, math and Portuguese language. Children enjoyed playing geogames. Children were motivated by geogames. Children had a tendency to get distracted while they were not playing. Minecraft as a geogame became a participatory urban planning tool, a block-building thinking logic that allowed children to recreate their town digitally. This new possibility of engagement may encourage other social actors to participate actively in planning processes. New questions arise for Minecraft and geogames related to building smart cities and communities. For instance, could these digital natives foster a culture of planning that will provoke a ripple effect to activate adults, elders, and other sectors of society? Could they interact, plan and manage their cities cooperatively in a democratic and more efficient way? These open questions may initiate additional experiments addressing different types of games, multi-player aspects, cooperativeness and/or competitiveness in the game environment. Minecraft is not the only popular game capable of engaging children and young people. Lego Worlds, Skylines or Unity-based applications could be used as tools in a participative planning process. The multi-player experience may allow discussion and exchange among multiple players engaged in the process of reaching a consensus on the design. The cooperative and/or competitive concepts of games can enhance knowledge and empathy towards differences in views, values and opinions. Relatively little academic research has been conducted on what children can teach the urban planning discipline. In the experiments presented in this paper, children tended to prioritize their inherited values, such as housing, farming and gardening, for the time-constraint of the game design. Children’s plans densified the rural center of Tirol, bringing an urban form to it that was similar to the Tyrolean towns in Austria. Their plans were different from Tirol’s real socio-spatial context in Brazil, characterized as an isolated settlement. What else can children teach urban planners? More research is needed, not only on how children and youth can be engaged, but about what can they contribute and in which alternative ways they may feel compelled to contribute to the creation of their future, and of livable and sustainable environments. The children in Tirol, Brazil planned a city of integration, sustainability and integration between the built and the ecological dimensions of space, and a place with a sense of community and belonging. They wished for the future rural area to become more independent from the city by having more infrastructure and a variety of land uses. Local authorities and planners can now search for the most appropriate use of the land combined with the built environment; the land use that can bring ecological, social and economic benefits to the place and the whole region. Let us engage children and youth into urban planning processes and the co-creation of sustainable environments. Geogames can be a tool to be used and experimented with. They represent a set of innovative possibilities and methodologies, of which Minecraft is one, that can enable ludic, immersive, creative, engaging environments that initiate, engage, and provide digital environments for children to explore, test, experiment, express and design for the future. ISPRS Int. J. Geo-Inf. 2020, 9, 170 17 of 19

Author Contributions: Conceptualization, Bruno de Andrade; Data curation, Bruno de Andrade, Alenka Poplin and Ítalo Sousa de Sena; Formal analysis, Bruno de Andrade and Alenka Poplin; Funding acquisition, Bruno de Andrade; Investigation, Bruno de Andrade; Methodology, Bruno de Andrade; Project administration, Bruno de Andrade; Resources, Bruno de Andrade; Software, Bruno de Andrade and Ítalo Sousa de Sena; Supervision, Alenka Poplin; Validation, Bruno de Andrade; Visualization, Bruno de Andrade and Ítalo Sousa de Sena; Writing—original draft, Bruno de Andrade; Writing—review and editing, Alenka Poplin. All authors have read and agreed to the published version of the manuscript. Funding: This research was funded by Higher Education Improvement Coordination (CAPES) for PhD research. The PhD scholarship was granted by the Post Graduate Program of Architecture and Urbanism (NPGAU) at the Federal University of Minas Gerais (UFMG). Acknowledgments: We acknowledge the outstanding contributions and support during the development of the PhD thesis in which this paper was written. Especially Prof. Ana Clara Mourão Moura, Prof. Celina Borges Lemos, Prof. Renata Hermanny de Almeida, Prof. Alenka Poplin, Prof. Hilda Tellioglu, and Prof. Alexander Pfeiffer. We acknowledge the School of Tirol, their teacher represented by Prof. Sonia Endringer and the children for without them this work would never have been possible. Ethical guidelines and permissions for distribution of images were guaranteed when the pedagogical body and parents at the School of Tirol approved the incorporation of the geogaming exercises in their curriculum during the time of the research. Conflicts of Interest: The authors declare no conflict of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript, or in the decision to publish the results.

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