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Journal articles on the topic 'Minecraft'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Alawajee, Omar, and Jonathan Delafield-Butt. "Minecraft in Education Benefits Learning and Social Engagement." International Journal of Game-Based Learning 11, no. 4 (2021): 19–56. http://dx.doi.org/10.4018/ijgbl.2021100102.

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Empirical evidence suggests game-based learning (GBL) as a potentially engaging form of contemporary learning. With the increase in the use of Minecraft, a sandbox computer game in open-world format, there has been a concurrent rise in the level of interest in investigating the role of Minecraft in social and academic learning. Minecraft is socially interactive, and its cooperative, rather than competitive, open-world gameplay suggests that it could be used for educational purposes. This paper presents a systematic review of all published peer-reviewed research and synthesises the evidence for

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Benyamin, Yarin, Argaman Mordoch, Shahaf Shperberg, Wiktor Piotrowski, and Roni Stern. "Crafting a Pogo Stick in Minecraft with Heuristic Search (Extended Abstract)." Proceedings of the International Symposium on Combinatorial Search 17 (June 1, 2024): 261–62. http://dx.doi.org/10.1609/socs.v17i1.31571.

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Minecraft is a widely popular video game renowned for its intricate environment. The game's open-ended design allows the creation of unique tasks and challenges for the agents, providing a broad spectrum for researchers to experiment with different AI techniques and applications. Indeed, various Minecraft tasks have been posed as an AI challenge. Most AI research on Minecraft focused on either applying Reinforcement Learning (RL) to solve the problem, learning an action model for planning, or modeling the problem for a domain-independent planner. In this work, we focus on the combinatorial sea

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Fauzan, Norsiah, Ahmad Sophian Shminan, Aquailla James Anak Binit, and . "The Effects of Minecraft Videogame On Creativity." International Journal of Engineering & Technology 7, no. 3.22 (2018): 42. http://dx.doi.org/10.14419/ijet.v7i3.22.17121.

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The aim of this research is find out the effects of minecraft videogames on creativity. Eight undergraduates were assigned to experimental group and control group for recording of the brainwaves while playing minecraft video games and other videos. The results showed that the average of brain waves from different sub-bands for Minecraft games is higher than other games. The dominant of delta waves at Fp1 & Fp2 showed that the subjects are paying high attention and improved their decision-making levels. High T3 & T4 on Alpha( Minecraft's)wave indicates that it stimulates the brain to ac

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de Andrade, Bruno, Alenka Poplin, and Ítalo Sousa de Sena. "Minecraft as a Tool for Engaging Children in Urban Planning: A Case Study in Tirol Town, Brazil." ISPRS International Journal of Geo-Information 9, no. 3 (2020): 170. http://dx.doi.org/10.3390/ijgi9030170.

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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, Minec

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Balmford, William, and Hugh Davies. "Mobile Minecraft: Negotiated space and perceptions of play in Australian families." Mobile Media & Communication 8, no. 1 (2019): 3–21. http://dx.doi.org/10.1177/2050157918819614.

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This article argues that Minecraft played on mobile devices in Australian homes impacts the spaces and perceptions of play within those familial settings. Based on findings from the Games of Mobile Australian Research Council Project, we present examples of how mobile devices bring about particular scenarios of Minecraft play within the household and family dynamics. These scenarios include renegotiating household spaces through acts of mobile Minecraft play, the development of physical gesture rituals through mobile touchscreen interactions, and the complex negotiations involved in shared dev

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Maria, Maria, and Nur Hidayat. "Perancangan Layout 3D Asset Dalam Pembuatan Komik Strip Minecraft Menggunakan Blender." JOURNAL OF APPLIED MULTIMEDIA AND NETWORKING 8, no. 1 (2024): 9–16. http://dx.doi.org/10.30871/jamn.v8i1.7203.

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Minecraft Hub atau dikenal dengan MCHub adalah salah satu divisi dari PT. Pallas Bukit Batukaras yang berfokus pada media game Minecraft. Tahun 2021 MCHub membuat komik strip Minecraft sebagai konten kolaborasi dan iklan tentang game Minecraft, namun berhenti produksi pada tahun 2022. Berdasarkan wawancara dengan manager project, MCHub ingin kembali membuat komik strip Minecraft dan mengembangkan inovasi dengan style 3D sesuai referensi di game Minecraft. Pembuatan komik melalui proses pra-produksi, produksi, dan pasca-produksi. Penelitian ini berfokus pada proses produksi tahapan layouting. A

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Cederqvist, Anne-Marie, and Maria Impedovo. "Minecraft as a Hybrid Boundary Object: Exploring Nature in Squares." Education Sciences 13, no. 9 (2023): 952. http://dx.doi.org/10.3390/educsci13090952.

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In this exploratory case study, we investigated children’s ways of experiencing virtual worlds, such as Minecraft, and how this may affect their understanding of nature, scientific phenomena, and sustainable development; that is to say, Minecraft was explored as a boundary object in children’s making activities with Minecraft. The research questions that guided the study are: In what ways may Minecraft act as a boundary object between children’s formal and informal learning about science and sustainable development? In what ways may Minecraft act as a boundary object when children build relati

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Lecordix, François, David Fremont, Moez Jilani, Emmanuel Séguin, and Sofiane Kriat. "Minecraft® on Demand – A new IGN service which combines game and 3D cartography." Proceedings of the ICA 1 (May 16, 2018): 1–5. http://dx.doi.org/10.5194/ica-proc-1-65-2018.

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The French national mapping agency, Institut national de l’information géographique et forestière (IGN), decided to develop a new web service, called Minecraft on Demand (www.ign.fr/Minecraft), designed to provide Minecraft maps from the geographic data that IGN produces. This free web service enables the user to select the center of the map and to get a Minecraft world of 5&amp;thinsp;km long and 5&amp;thinsp;km wide, at the scale 1&amp;thinsp;:&amp;thinsp;1. The player can easily input this map into Minecraft, the world’s most popular video game with 121 million copies sold.

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Riordan, Benjamin C., and Damian Scarf. "Crafting minds and communities with Minecraft." F1000Research 5 (September 19, 2016): 2339. http://dx.doi.org/10.12688/f1000research.9625.1.

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Minecraft is a first-person perspective video game in which players roam freely in a large three-dimensional environment. Players mine the landscape for minerals and use these minerals to create structures (e.g., houses) and mould the landscape. But can Minecraft be used to craft communities and minds? In this opinion piece, we highlight the enormous potential of Minecraft for fostering social connectedness, collaboration, and its potential as an educational tool. We highlight the recent use of Minecraft to aid socialization in individuals with Autistic Spectrum Disorder (ASD) and promote civi

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Schneier, Joel, and Nicholas Taylor. "Handcrafted gameworlds: Space-time biases in mobile Minecraft play." New Media & Society 20, no. 9 (2018): 3420–36. http://dx.doi.org/10.1177/1461444817749517.

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In 2011, Mojang released Minecraft Pocket Edition ( PE), a mobile version of their popular Minecraft franchise for Android and iOS devices that allows the infinitely blocky sandbox worlds to be manipulated directly through touchscreen interfaces. While the virtual worlds created by Minecraft players have drawn attention of various researchers, the configurations of play made possible by different gaming devices—particularly touchscreen devices—have been largely under-examined. Using Barad’s notion of apparatuses to conceptualize gaming interfaces as sites of intra-activity, our study reports o

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Guttormsen, Julie. "Lower secondary school students’ conversations when constructing representations of plate boundaries in Minecraft." Nordic Studies in Science Education 20, no. 1 (2024): 86–102. http://dx.doi.org/10.5617/nordina.9647.

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This article explores students’ (13 y) conversations when they construct representations of plate boundaries in the digital gaming environment of Minecraft Education. It also investigates how the spatial affordance of Minecraft Education may support students’ meaning making of the theory of plate tectonics. Video data of classroom activities with Minecraft Education was collected with head cameras. Analysis of the data shows that students overall used everyday language during the activity of constructing plate boundaries. The study suggests i.) a need for more teacher-centeredness and structur

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Nisa’, Khoirun, Nadi Suprapto, Hasan Nuurul Hidaayatullaah, and Husni Mubarok. "Trend and research of Lego and Minecraft as learning media to realize 4^th SDGs." E3S Web of Conferences 450 (2023): 01003. http://dx.doi.org/10.1051/e3sconf/202345001003.

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The SDGs emphasize quality education. Lego and Minecraft can stimulate students’ 21st-century skills. This research aims to identify trends and contributions of Lego and Minecraft in education. The study utilized bibliometric analysis to evaluate publications. Data was collected from Scopus and analyzed using VosViewer software. Over the past decade, research on Lego and Minecraft in education has been more stable, with a peak in 2017 due to its popularity. Minecraft research increased from 2013 to 2019 but declined in 2020. Lego and Minecraft education research was published in conference pap

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Ritella, Giuseppe, and Roberto Marcone. "Constructing in Minecraft in Primary School as a Boundary-Crossing Practice." Education Sciences 14, no. 1 (2024): 85. http://dx.doi.org/10.3390/educsci14010085.

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This study explores the educational adoption of Minecraft as a boundary-crossing practice in primary schools. Previous research indicates that Minecraft can facilitate connections between educational activities and students’ out-of-school experiences, promoting the development of skills such as creativity, innovation, and collaboration. Using a qualitative approach, this study analyzed group interviews with 37 primary school students who participated in a Minecraft-based school project. The analysis focused on instances of boundary crossing associated with the Minecraft activity, allowing an e

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Riordan, Benjamin C., and Damian Scarf. "Crafting minds and communities with Minecraft." F1000Research 5 (January 9, 2017): 2339. http://dx.doi.org/10.12688/f1000research.9625.2.

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Minecraft is a first-person perspective video game in which players roam freely in a large three-dimensional environment. Players mine the landscape for minerals and use these minerals to create structures (e.g., houses) and mould the landscape. But can Minecraft be used to craft communities and minds? In this opinion piece, we highlight the enormous potential of Minecraft for fostering social connectedness, collaboration, and its potential as an educational tool. We highlight the recent use of Minecraft to aid socialization in individuals with Autistic Spectrum Disorder (ASD) and promote civi

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Vicari, Christopher, Barry Joseph, Brittany Klimowicz, Hannah Jaris, Shane Asseltine, and Joel Levin. "The Human Microbiome World." International Journal of Designs for Learning 10, no. 1 (2019): 116–30. http://dx.doi.org/10.14434/ijdl.v10i1.23519.

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We designed an activity-based science curriculum that used Minecraft to support microbiology learning for students en-rolled in the Lang Science Program at the American Museum of Natural History (AMNH) in New York City. Minecraft offered an option to consolidate complex science content into digestible activities for modeling concepts and demonstrate student mastery. We will (1) present a background of the course, design processes, and how we used Minecraft in the curriculum, (2) describe the design of the educational Minecraft activities, (3) articulate design issues, adjustments, and constrai

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Kilmer, Elizabeth, Johnny Spangler, and Jared Kilmer. "Therapeutically applied Minecraft groups with neurodivergent youth." F1000Research 12 (February 27, 2023): 216. http://dx.doi.org/10.12688/f1000research.129090.1.

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Background: Therapeutically applied Minecraft groups are an intervention designed to support social engagement and growth in youth. The flexible interaction format and use of a popular digital game support the fit of this intervention for use with neurodivergent youth. Minecraft is leveraged to support opportunities to build authentic relationships and social confidence in an engaging, low-stakes environment with peers. The group format allows for real-world social practice with peers, while the game environment can create motivation to interact with others, and provides multiple modes for suc

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Gupta, Diali, and Beaumie Kim. "The Minecraft Aesthetics." International Journal of Gaming and Computer-Mediated Simulations 10, no. 4 (2018): 20–41. http://dx.doi.org/10.4018/ijgcms.2018100102.

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Bősze, Brigitta, and Iván Devosa. "Matematika Minecraft módra." Gradus 8, no. 2 (2021): 82–93. http://dx.doi.org/10.47833/2021.2.art.001.

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A digitális játékok környezetének, a digitális játék-alapú tanulás folyamatának és a gamifikált rendszer szerkezeti felépítésének vizsgálatán, valamint a Minecarft hazai és külföldi szakirodalmának feldolgozása alapján jött létre a Matech 1.0 matematikai és egyéb készségeket fejlesztő kalandpálya. Létrehozásához a Minecraft Education Edition programot alkalmaztuk. A Minecraft játékterében egy Föld körüli utazáson vesznek részt a tanulók, amely során különböző küldetéseket kell végrehajtaniuk a végső cél felfedezése előtt. Az egyes szintek sikeres teljesítését követően pontokat, jutalmakat szer

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Kuhn, Jeff. "Minecraft: Education Edition." CALICO Journal 35, no. 2 (2017): 214–23. http://dx.doi.org/10.1558/cj.34600.

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Weselcouch, Michael. "Math and Minecraft?" Math Horizons 31, no. 4 (2024): 10–13. http://dx.doi.org/10.1080/10724117.2024.2312037.

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Susanti, Heni, Harto S. Malik, and Mohammad Syahrun Ibrahim. "Designing Worksheet Utilizing Minecraft in Guiding the Students to Arrange Recount Text." International Journal of Research and Review 11, no. 1 (2024): 648–55. http://dx.doi.org/10.52403/ijrr.20240173.

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Recount texts present a notable challenge for many junior high school students learning English, as students often encounter difficulties in comprehending the complexities of this specific type of writing. This research aims to develop steps in designing worksheets assisted by Minecraft to guide students in composing recount texts. Consequently, this study seeks to provide a structured approach to utilizing the educational potential of Minecraft in the learning process of recount writing. This research and development adapted from Dick and Carey’s framework and the 6D framework of developing g

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Kilmer, Elizabeth, Johnny Spangler, and Jared Kilmer. "Therapeutically applied Minecraft groups with neurodivergent youth." F1000Research 12 (November 20, 2023): 216. http://dx.doi.org/10.12688/f1000research.129090.2.

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Background Therapeutically applied Minecraft groups are an intervention designed to support social engagement, confidence, and competence in youth. The flexible interaction format and use of a popular digital game support the fit of this intervention for use with neurodivergent youth. Minecraft is leveraged to support opportunities to build authentic relationships and social confidence in an engaging, low-stakes environment with peers. The group format allows for real-world social practice with peers, while the game environment can support motivation to interact with others, and provides multi

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Kim, Yeonjung, Ingyou Go, and Jiyeon Choi. "An effect of a sustainable urban regeneration program through Minecraft on the creative personality of elementary school students." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 20 (2023): 421–36. http://dx.doi.org/10.22251/jlcci.2023.23.20.421.

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Objectives In this study, the effects of sustainable urban regeneration programs on creative propensity were ana-lyzed through Minecraft education activities suitable for elementary school students. Methods To this end, a sustainable urban regeneration program applied with Minecraft education activities was put in, and creative personality was measured for 84 5th and 6th graders in elementary school and 1st grade in middle school, and the results were analyzed through pre-post response sample t-verification. Results In this study, the following results were obtained. First, we deve

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Cipollone, Maria, Catherine C. Schifter, and Rick A. Moffat. "Minecraft as a Creative Tool." International Journal of Game-Based Learning 4, no. 2 (2014): 1–14. http://dx.doi.org/10.4018/ijgbl.2014040101.

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Many scholars are enthusiastic about the potential learning opportunities present in the sandbox-style gaming environment, Minecraft. In the following case study, the authors explored the use of Minecraft in a high school literature class and the presentation of characterization and plot in three student-made machinima, or films made in the game world. The authors demonstrate that Minecraft offers a unique opportunity for students to display their creativity and understanding of concepts in ways that are more feasible than if they were attempted in the “real” world. It is also relevant to poin

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Kim, Young Rae, and Mi Sun Park. "Creating a Virtual World for Mathematics." Journal of Education and Training Studies 6, no. 12 (2018): 172. http://dx.doi.org/10.11114/jets.v6i12.3601.

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A virtual world was created using the popular sandbox game Minecraft to support the development of preservice teachers’ knowledge for teaching mathematics. Preservice teachers explored the virtual world for a geometry activity involving area and volume problems. They then discussed how this integration of technology could support students’ effective learning of mathematics in a meaningful way. The findings of the study demonstrated that to a certain extent the Minecraft activity supported the transfer of knowledge from preservice teachers’ mathematics content knowledge to their mathematics ped

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Al-Haqbani, Musab Khalaf. "Implementing Minecraft as a Tool to Teach Vocabulary in a Saudi Intermediate School: An Experimental Study." English Language Teaching 16, no. 1 (2022): 77. http://dx.doi.org/10.5539/elt.v16n1p77.

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Utilizing digital games for learning vocabulary can be auspicious. Thus, the current study investigates the potential effectiveness of implementing Minecraft to teach vocabulary. The participants who underwent this study were eighteen students of intermediate Saudi schools in Riyadh. They are 12-13 years old. They were grouped into two groups: the experimental and control groups. The pupils were randomly chosen. Both groups were taught the same vocabulary. While the control group was taught via the traditional methods, the experimental group was taught by using Minecraft. The experiment lasted

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Bravalheri, Rubens de Sousa. "A UTILIZAÇÃO DO MINECRAFT© EDUCATION NA EDUCAÇÃO FÍSICA DO ENSINO MÉDIO BRASILEIRO." Temas em Educação Física Escolar 9, no. 1 (2024): e2418. http://dx.doi.org/10.33025/tefe.v9i1.4078.

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O avanço da tecnologia na atualidade, faz com que as práticas pedagógicas também levem em consideração sua utilização dentro da escola. Como vários outros componentes curriculares, cabe a Educação Física adotar ferramentas que aproximem os jovens de habilidades interdisciplinares que fundamentam a cultura do corpo em movimento. Nesse sentido, o Minecraft© Education pode ser um aliado do professor de Educação Física para levantar debates e reflexões acerca de atividades que envolvam o corpo. O objetivo desse estudo, foi utilizar o Minecraft© Education na representação de espaços esportivos, ass

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Колчин, И. С., А. С. Мирошниченко, О. Е. Кадеева, and В. Н. Сырицына. "Functional schemes and logical elements as interdisciplinary connections of physics and computer science in studying the topic "Logical elements of a computer" based on the game Minecraft." Modern Humanities Success, no. 7 (July 29, 2024): 314–20. http://dx.doi.org/10.58224/2618-7175-2024-7-314-320.

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целью работы является исследование эффективности применения в процессе изучения темы “Логические элементы компьютера” видеоигры Minecraft. Авторами выдвинута гипотеза о том, что применение компьютерной игры Minecraft при изучении логического устройства компьютера является эффективным и может применяться учителями на уроках информатики. Для достижения поставленной цели были решены следующие задачи: проанализирована информация по теме “Логические элементы компьютера”; изучен инструментарий игры Minecraft и ее образовательный потенциал; выделены ключевые элементы темы, которые возможно представит

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Syifa Karai Handak, Indira, Nayla Rizqiyah, Puji Ayu Handayani, Arfadila Arfadilaa, and Intan Permata Sari. "MINECRAFTEDU APPLICATION UTILIZATION TO CREATE IMMERSIVE LEARNING IN EDUCATION 4.0." Jurnal PTK dan Pendidikan 10, no. 1 (2024): 11–19. http://dx.doi.org/10.18592/ptk.v10i1.11802.

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The exponential growth of technology has spurred innovation across a range of fields. This is also evident in the field of educational technology. A variety of studies are conducted to enhance the quality of education and foster meaningful learning. The objective of this research is to examine the potential of Minecraft as a learning tool. The methodology employed is that of a systematic literature review (SLR), which entails a library study flow designed to identify and review journals pertinent to the research topic. This process ultimately yields conclusions. The findings of the research in

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Mavoa, Jane, Marcus Carter, and Martin Gibbs. "Children and Minecraft: A survey of children’s digital play." New Media & Society 20, no. 9 (2017): 3283–303. http://dx.doi.org/10.1177/1461444817745320.

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Digital games such as Minecraft currently hold a position of significance in the media diets of many children. However, little is known explicitly about just who plays, with whom and how. This article presents the quantitative results of a survey of 753 parents of children aged 3–12 years about their child’s engagement with Minecraft. Our results establish Minecraft as the dominant digital game title played by this age group, particularly on tablet devices. We provide evidence of a marked early gendering of children’s Minecraft play and engagement with meta-game material. This research gives p

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Gómez Medina, N., G. Moran Quimis, and C. Arias Espinoza. "Minecraft Edu como un método para fomentar la creatividad en el aprendizaje colaborativo en el área de historia." REVISTA REVICC 4, no. 6 (2024): 13–21. https://doi.org/10.59764/revicc.v4i6.115.

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- La presente investigación se enfoca en los métodos cualitativo-investigativo en la cual se analiza el aprendizaje a través de la aplicación Minecraft Edu y el desarrollo de la misma a través de la creatividad y el aprendizaje colaborativo del alumno. Minecraft Edu es una versión específicamente diseñada para la educación. Minecraft es un juego de construcción independiente de un mundo abierto en el que los estudiantes pueden abrir su imaginación y con ello realizar construcciones con bloques 3D texturizados. La experiencia de Minecraft se ha mejorado con el modo creativo y en avance tecnológ

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Davis, Katie, Julian A. Boss, and Perry Meas. "Playing in the Virtual Sandbox." International Journal of Game-Based Learning 8, no. 3 (2018): 56–76. http://dx.doi.org/10.4018/ijgbl.2018070104.

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Researchers, teachers, and the news media have touted Minecraft as an effective, engaging way to promote students' 21st century skills, including collaboration. However, little is known about what collaboration looks like in Minecraft, including what factors support and undermine high quality collaboration. The current exploratory study investigated this question through an analysis of middle school students' collaborative processes while playing Minecraft in small groups of 2-4 players. Analyses of the discourse functions used by players during gameplay revealed a number of factors affecting

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Kersanszki, Tamas, Zoltán Márton, Kristóf Fenyvesi, Zsolt Lavicza, and Ildikó Holik. "Minecraft in STEAM education – applying game-based learning to renewable energy." Interaction Design and Architecture(s), no. 60 (March 15, 2024): 194–213. http://dx.doi.org/10.55612/s-5002-060-008.

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One of the essential tasks of teaching STEAM subjects (Science, Technology, Engineering, Arts, Mathematics) is to motivate and engage students. This can be achieved through new interactive, experiential teaching methods, such as game-based learning. Minecraft is a multiplatform video game already popular among students and can be successfully used in game-based education. The study presents the application possibilities of Minecraft in integrated education of STEAM fields through the example of teaching a specific topic. The development was tested within the framework of a summer camp, where t

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Liu, Qihao. "Minecraft’s Implementation and Impact on Education." ITM Web of Conferences 73 (2025): 02005. https://doi.org/10.1051/itmconf/20257302005.

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Minecraft is a popular sandbox video game that offers freedom of creation and collaboration. Its unique qualities are benefiting education. This paper aims to analyze the impact of Minecraft on education and its current application status. The study analyzed features of Minecraft that encourage players’ creativity or help improve their skills before stating a number of detailed examples to connect the game and education through the concept of gamification. The study found that aspects like multiplayer mode, creating and destroying blocks, and ease of use contribute to the unique advantages of

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Bősze, Brigitta, and Iván Devosa. "Minecraft az oktatás szolgálatában." Gradus 8, no. 1 (2021): 103–14. http://dx.doi.org/10.47833/2021.1.art.007.

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Bos, Beth, Lucy Wilder, Marcelina Cook, and Ryan O'Donnell. "Learning Mathematics through Minecraft." Teaching Children Mathematics 21, no. 1 (2014): 56–59. http://dx.doi.org/10.5951/teacchilmath.21.1.0056.

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The Common Core State Standards can be taught with Minecraft, an interactive creative Lego®-like game. Integrating Science, Technology, Engineering, and Mathematics (iSTEM) authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K—grade 6 classrooms.

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Karsenti, Thierry, and Julien Bugmann. "Transformer l’école avec Minecraft?" Formation et profession 24, no. 3 (2016): 104. http://dx.doi.org/10.18162/fp.2016.a111.

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Booch, Grady. "From Minecraft to Minds." IEEE Software 30, no. 2 (2013): 11–13. http://dx.doi.org/10.1109/ms.2013.28.

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Rutkin, Aviva. "Your place or Minecraft?" New Scientist 230, no. 3071 (2016): 22–23. http://dx.doi.org/10.1016/s0262-4079(16)30756-4.

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ПОЙДА, Сергій. "ВИКОРИСТАННЯ MINECRAFT EDUCATION EDITION У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ". Науковий вісник Вінницької академії безперервної освіти. Серія «Педагогіка. Психологія», № 4 (20 листопада 2023): 102–8. http://dx.doi.org/10.32782/academ-ped.psyh-2023-4.16.

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Мета статті – дослідити можливості використання освітньої гри Minecraft Education Edition у закладах загальної середньої освіти з метою підвищення якості освіти та залучення учнів до навчання за допомогою ігрових методик. Гра забезпечує емоційне занурення учнів у навчальну тему, що сприяє кращому засвоєнню матеріалу. Minecraft Education Edition допомагає вчителям створювати захопливі уроки, які стимулюють учнів до активної участі та творчого мислення. Використання Minecraft Education Edition може сприяти покращенню навчальних результатів, стимулюванню активності та творчості учнів, формуванню

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Avello-Martínez, Raidell. "La gamificación en la Educación Secundaria: Estrategia Innovadora para Fomentar la Motivación de Estudiantes." Emerging Trends in Education 6, no. 12 (2024): 92–104. http://dx.doi.org/10.19136/etie.a6n12.6032.

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El objetivo del trabajo fue evaluar la efectividad de la implementación de la gamificación con Minecraft como estrategia pedagógica en el contexto de la Unidad Educativa ‘San Pedro de Shaglli’ para mejorar la motivación de los estudiantes. Se utilizó un enfoque cuantitativo, con un diseño experimental pretest-postest con grupo control. La muestra estuvo compuesta por 25 estudiantes de primero y segundo de bachillerato, y ocho docentes de la misma institución. Se aplicaron: el cuestionario Evaluación Motivacional de Materiales Instructivos y la Escala de Motivación por el Juego. También se real

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Faust, Carl. "Using a Minecraft virtual workspace for learning digital electronics." American Journal of Physics 92, no. 4 (2024): 317–19. http://dx.doi.org/10.1119/5.0170091.

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A set of laboratory exercises are presented, which use the video game Minecraft as the environment for teaching combinational digital logic in an introductory electronics lab. Several advantages are noted when students use the virtual Minecraft environment prior to building any real digital circuits.

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Peykova, Deyana, and Kosta Garov. "DEVELOPMENT OF STUDENTS’ ALGORITHMIC THINKING AND DIGITAL LITERACY THROUGH MINECRAFT: EDUCATION EDITION." Education and Technologies Journal 12, no. 2 (2021): 494–99. http://dx.doi.org/10.26883/2010.212.3708.

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The following work describes Minecraft: Education edition: Education Edition learning platform and its application in the educational process. The main element is gaming that builds teamwork skills, develops students’ creativity and engages them in real-world problems solving. Teachers use Minecraft: Education edition: Education Edition to teach a range of subjects, from history and chemistry to computer science and math, breaking curriculum standards and involving students in extracurricular activities and coding clubs. According to various educational experts, Minecraft: Education edition: E

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Sudarmaji, Imam, and Danu Yusuf. "The Effect of Minecraft Video Game on Students’ English Vocabulary Mastery." JETAL: Journal of English Teaching & Applied Linguistic 3, no. 1 (2021): 30–38. http://dx.doi.org/10.36655/jetal.v3i1.600.

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Vocabulary mastery is important to acquire a language. Learning vocabulary has several barriers that slow down the progress. Minecraft application is used as a new method of learning English vocabulary. The goal of this research was to investigate whether there is a significance positive effect after used Minecraft application on students’ vocabulary mastery for 5th grade elementary students. A quasi-experimental method was used in this research with 63 students of SDN Poris Plawad 1 Tangerang, which separated into an experimental group (n=31) and a control group (n=32). The results revealed t

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Καρασαββίδης, Ηλίας, та Σοφία Φιδάνα. "Το Minecraft ως μέσο προώθησης δεξιοτήτων υπολογιστικής σκέψης στην προσχολική ηλικία: μια μελέτη περίπτωσης με δύο ομάδες νηπίων". Ερευνώντας τον κόσμο του παιδιού 20 (22 грудня 2024): 173–90. https://doi.org/10.12681/icw.35537.

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Η παρούσα εργασία εξετάζει αφενός την ανάδυση δεξιοτήτων Υπολογιστικής Σκέψης (ΥΣ) σε δραστηριότητες χωρίς και με υπολογιστή και αφετέρου το πως το ψηφιακό παιχνίδι Minecraft συνεισφέρει στην ανάδυση των δεξιοτήτων αυτών στο πλαίσιο της προσχολικής εκπαίδευσης. Οι δεξιότητες ΥΣ που εξετάζονται είναι: Αποσύνθεση, Χρονική Αλληλουχία, Αναγνώριση Μοτίβου και Αλγοριθμική Σκέψη. Στη μελέτη περίπτωσης που περιγράφεται συμμετείχαν συνολικά τέσσερα παιδιά προσχολικής ηλικίας. Η διδακτική παρέμβαση διήρκεσε μία εβδομάδα για κάθε δυάδα παιδιών και περιλάμβανε δύο δραστηριότητες χωρίς υπολογιστή (unplugge

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Zamziba, Muhammad Nur Farhan, Rahmah Ahmad H. Osman, Muhammad Anwar Ahmad, et al. "Exploring Minecraft in the Primary School Syllabus for Enhancing Arabic Learning: A Systematic Literature Review." International Journal of Language Education and Applied Linguistics 14, no. 1 (2024): 4–12. http://dx.doi.org/10.15282/ijleal.v14i1.9648.

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This study provides a systematic literature review of the research done in exploring Minecraft in the primary school syllabus for enhancing learning through Arabic published since 2019 until 2023. Starting from 12,247 sources, 30 articles were selected using predefined selection criteria. The documents were analysed and coded using the categories: Minecraft, Arabic language and its challenges, primary school syllabus, context, role of technology, pedagogical practice, and learning impact. The searching based on three majors’ authentic sources which are 1) Mendeley, 2) JSTOR and 3) Taylor &

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Hewett, Katherine J. E., Guang Zeng, and Bethanie C. Pletcher. "The Acquisition of 21st-Century Skills Through Video Games: Minecraft Design Process Models and Their Web of Class Roles." Simulation & Gaming 51, no. 3 (2020): 336–64. http://dx.doi.org/10.1177/1046878120904976.

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Background. Qian and Clark reported that little is known on the acquisition of 21st-century skills through video games and no educational model exists on how to best teach these skills in the classroom. Studies that explore educational models exhibited through video games like Minecraft contribute to the growing body of research in the field of game studies, game-based learning, and virtual environments. Aim. The purpose of this qualitative case study was to explore the 21st-century design processes, skills, and behaviors of high school gamers in order to generate an educational model that ill

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Yanuarto, Wanda Nugroho, Eka Setyaningsih, and Purwanti Wahyuningsih. "Minecraft for Education: Promoting Social and Emotional Learning in Mathematics." JPI (Jurnal Pendidikan Indonesia) 12, no. 1 (2023): 175–84. http://dx.doi.org/10.23887/jpiundiksha.v12i1.55329.

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The usage of games, which have been around for a very long time and have been the focus of research for a number of years, is a component of mathematical education. The usage of games in mathematics classrooms is far higher than in any other subject. Furthermore, teachers agree that video games are an excellent medium for teaching mathematics in middle school. This raises the question of whether students in the secondary grades change their mathematical identities as a result of participating in an inquiry-based teaching unit with Minecraft. The information whether students in the secondary gr

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Hussein, Nur Hafezah, and Hanim Mustafa. "Using English Minecraft module to enhance university students‘ motivation in learning English." Kresna Social Science and Humanities Research 1 (January 28, 2021): 1–6. http://dx.doi.org/10.30874/ksshr.40.

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This study aimed to investigate the use of English Minecraft module in enhancing Malaysian university students’ motivation towards their English learning. To achieve this aim, the researchers employed a 25-item questionnaire which was given to 50 university students who were studying English at Universiti Malaysia Kelantan, Malaysia. Different statistical procedures such as means, frequency and t-test were used in analyzing the collected data. The finding suggested that the students agreed that the Minecraft module plays a big role on enhancing their motivation towards learning English. The st

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de Sena, Ítalo Sousa, Lasith Niroshan, Jonáš Rosecký, Vojtěch Brůža, Micheál Butler, and Chiara Cocco. "A Playful Participatory Planning System (P-PPS): A Framework for Collecting and Analyzing Player-Generated Spatial Data from Minecraft Worlds." ISPRS International Journal of Geo-Information 14, no. 6 (2025): 210. https://doi.org/10.3390/ijgi14060210.

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Digital tools, especially games, are increasingly important for enabling citizen participation in urban planning. Among these, Minecraft has been widely utilized to engage children, leveraging its virtual environment to represent geospatial data. However, systematic methods for collecting and analyzing player-generated data within Minecraft remain underexplored. Playful Participatory Planning System (P-PPS) framework that transforms player actions (e.g., building, removing, planting) within Minecraft, using OpenStreetMap (OSM) data to create game environments, back into geospatial data for ana

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