This paper describes how interactions with aesthetic elements of digital games (Minecraft) might help foster critical thinking skills. We argue that interactions with aesthetic elements of games enable aesthetic experiences facilitating holistic understanding and critical thinking towards the problem. Using a theoretical framework for visualization of aesthetics of digital games, we analyzed how learners in an arts immersive school in Canada interpreted and interacted with the aesthetic elements of Minecraft. Our analysis delves into their construction of meaning and critical thinking skills at work. Specifically, we considered the aesthetical elements of geography and representation of Minecraft. Minecraft uniquely supports user-generated geography and representations. Hence we focused on how learners created aesthetic elements based on their interpretation of the content and how the creation process triggered their critical thinking skills.
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