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The teaching model engaged the students in two interdependent processes, referred to as objects: (1) a social object (discussions) that led to a shared knowledge object (video-recorded role-play) and (2) a technology object (Minecraft buildings) for staging the role-play. Our findings include an empirical phenomenon that we call emergent group understanding, which arose from the complex social interactions between social and technology objects when Minecraft was used as a virtual world in a social studies classroom. This revealed two connected subprocesses: (1) a spontaneous act of providing information to assist learners in contextualizing their actions and interactions against a common background, and (2) setting localized goals to guide future actions and interactions. This finding extends previous research by identifying fine-grained processes of intersubjectivity that contribute to collaborative learning. 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