Peer-reviewed article
Assessing the benefits of digital game‐based learning with Minecraft in children, adolescents and young adults: A broad systematic review
Eadaoin J. Slattery, Paula Lehane, Deirdre Butler, Michael R. O'Leary, Kevin Marshall ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This systematic review examines evidence for using Minecraft, a popular digital game, as a learning tool in schools. The review found 29 studies showing positive effects on various learning outcomes including mathematics, science, creativity and critical thinking in children, adolescents and young adults. However, all included studies had medium to high risk of bias, meaning stronger research is needed to confirm these benefits. The authors recommend more rigorous studies before drawing firm conclusions about Minecraft's effectiveness in educational settings.
Key points
- 29 studies met inclusion criteria, mostly examining cognitive (n=7) and academic (n=16) outcomes
- Positive effects reported on spatial thinking, creativity, critical thinking, mathematics, science and language skills
- All included studies had medium or high risk of bias
- Mathematics was most frequently studied outcome (n=5 studies)
- Authors emphasize need for more rigorous research designs to replicate findings
Limitations
This is a systematic review of existing studies rather than primary research, so it cannot determine whether Minecraft actually works—only that current evidence suggests potential benefits but is methodologically weak. The review does not assess long-term retention of learning or compare Minecraft to other teaching methods.
Abstract
Abstract Minecraft is a popular digital game‐based learning (DGBL) tool used in learning environments around the world. With increasing emphasis on evidence‐informed practice and policymaking in educational systems, this paper systematically reviews the evidence base behind the use of Minecraft in improving academic, cognitive, motivational‐affective and social outcomes. We searched seven databases and other secondary sources up until February 2024. Pre‐post intervention studies that evaluated the use of Minecraft (randomised, non‐randomised and single‐group studies) in children, adolescents and young adults were included. Twenty‐nine studies satisfied our inclusion criteria. Studies primarily investigated Minecraft as a tool to improve cognitive ( n = 7) and academic ( n = 16) outcomes. Studies reported positive effects on spatial thinking ( n = 2), creativity ( n = 3), critical thinking ( n = 1), mathematics ( n = 5), science ( n = 4) and language ( n = 2). However, all studies included in this review had a medium or high risk of bias. Therefore, while Minecraft demonstrates good potential in improving these outcomes, effects need to be replicated in more rigorous studies. Suggestions for future research are discussed. This review provides timely evidence for educators, school leaders and policymakers regarding the use of DGBL with Minecraft.