‘Human’ inhabitants in a Minecraft ‘society’ are very primitive and wander around the imaginary world, waiting for guidance from players. This dynamic bears a resemblance to traditional education, an observation highlighted by Martina Williams, one of the leaders of the group. ‘Through the game, we were no longer passive learners in the classroom, being told what and how to learn, but active participants in our own society.’ Each group member had ideas as to how their function should develop. The leaders, meanwhile, had a vision for their virtual world as a whole, encouraging everyone to play their part in achieving the group’s goals. Through creating their own characters and using them to build their own world, students will have gained an experiential understanding of societal structure and how communities work. But not everyone is convinced by video games’ potential academic value. While many progressive commentators cite extensive evidence to maintain that video games encourage collaboration and build problem-solving skills, more traditional factions continue to insist they are a distraction that do not merit inclusion in any curriculum. Even less evangelical cynics, who may grudgingly acknowledge games have some educational benefit, assert that this is only the case in the hands of creative educators. An indigenous people (also sometimes called aboriginals) may be defined as a group that has resided in a geographical area 'since time immemorial' as its original inhabitants.