This paper describes an intervention in which the immersive environment of Minecraft was used for collaborative learning in creating musical pieces with the use of a metaphor of introductory physics circuitry. This study explored the affordances of Minecraft, of how learning within a collaborative group can happen differently, with each participant having diverse backgrounds both in music and in Minecraft and how they may use this to their advantage. Laurillard’s (1999, 2002) Conversational Framework was used as a basis in exploring and examining the social discourse between the participants to reflect how the distinct types of effective communication between the “expert” and the “novice” will conflate when both roles are not restricted to a sole individual, and analyses the behavior of the participants when the role of the expert, novice, or both simultaneously, are adopted in the music-making process.
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