Effectiveness of a minecraft education intervention for improving spatial thinking in primary school children: A mixed methods two-level cluster randomised trial

doi:10.1016/j.learninstruc.2024.102003

Learning and Instruction

Volume 94, December 2024, 102003

https://doi.org/10.1016/j.learninstruc.2024.102003 Get rights and content

Under a Creative Commons license

open access

Highlights

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The Minecraft Education intervention was well received by teachers and students.
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5th class showed improved spatial thinking compared to 6th class at post-test.
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5th class's higher interest/enjoyment or lower baseline scores may explain this.
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Sustained spatial practice may be needed to retain intervention benefits.

Abstract

Background

Spatial thinking plays a crucial role in STEM success. Minecraft Education, a digital game-based learning platform, provides opportunities for developing students’ spatial thinking while supporting curricular content.

Aim

This study evaluated the effectiveness of a Minecraft Education intervention, integrated into the curriculum, in improving spatial thinking and creativity.

Sample

Fifth and sixth year primary school students (M_age = 11.53, SD_age = 0.58) and their teachers.

Methods

The study used a mixed-methods, two-level cluster randomised-controlled trial design. Thirty-two classes (N = 885 students) were randomly assigned to the intervention or education-as-usual control group. Assessments of spatial thinking and creativity were completed at pre-test, post-test and 6-week follow up. Teacher interviews were conducted to understand their experiences of the intervention.

Results

While no overall intervention-related improvements in spatial thinking were found, subgroup analyses revealed that 5th year demonstrated improved spatial thinking compared to 6th year at post-test. This may be attributable to 5th year students’ higher levels of engagement in the intervention. Unexpectedly, creativity scores were higher in the control group at post-test. Qualitative interviews identified four themes: 1) Improving spatial thinking, 2) Improving creativity, 3) Engagement, and 4) Difficulties implementing the programme.

Conclusion

This study highlights the importance of increasing student engagement in spatial interventions to improve their spatial skills. Finally, the study suggests that sustained practice is required to maintain the benefits of spatial instruction/training.

Keywords

Spatial thinking

Creativity

Minecraft Education

Game-based learning

Intervention

Evaluation

Cited by (0)

Dr Éadaoin Slattery is a lecturer in Applied Psychology at the Technological University of the Shannon Midwest. She holds a Ph.D. in Psychology from the University of Limerick. Her post-doctoral research conducted at the Centre for Assessment Research, Policy and Practice in Education (CARPE) at Dublin City University focused on digital game-based learning and assessment with Minecraft Education. She is broadly interested in the measurement and enhancement of cognition and learning in children and adolescents, and the design and evaluation of educational interventions.

Prof. Deirdre Butler is a Professor at the Institute of Education, Dublin City University. Her passion in life is exploring what being digital in learning can mean and what skills or competencies are needed to live and thrive in today's complex globally connected world. Deirdre is internationally recognised in the field of digital learning, particularly for the design and development of sustainable, scalable models of teacher professional learning. She consistently works across a broad range of stakeholders in education, technology, government, corporate and non-profit sectors.

Dr Kevin Marshall is Head of Learning and Skills at Microsoft Ireland. He has a B.A. (Hons) in Psychology from University College Dublin, an M.Sc. in Occupational Psychology from the University of Hull, and a Ph.D. in Educational Measurement and Research from Boston College. He is interested in empowering students and teachers of today to create the world of tomorrow.

Mr. Michael Barrett is a STEM Education Specialist with Microsoft Ireland's Dream Space. He trained as a primary school teacher and holds a B.Ed. from Dublin City University. He has further qualifications in Python, AI, and sustainability. Michael focuses on rural STEM education outreach programmes, hosts educational livestreams through Dream Space LIVE, and leads Minecraft Education initiatives and training both nationally and globally. As a Microsoft Certified Educator, he is passionate about game-based learning and the integration of innovative technologies into education.

Ms. Neeve Hyland is a Dream Space Learning Specialist with Microsoft Ireland. She is a qualified primary school teacher with a B.Ed. from Dublin City University and also holds a Postgraduate Certificate in 21st Century Teaching and Learning from Trinty College Dublin. Neeve is also a Microsoft Certified Educator and has been a Minecraft Education Ambassador since 2019.

Prof. Michael O'Leary held the Prometric Chair in Assessment and was Director of the Centre for Assessment Research Policy and Practice in Education (CARPE) at the Institute of Education, Dublin City University, from 2015 to 2022. He gained his Ph.D. in Educational Research and Measurement at Boston College in 1999. At CARPE he led an extensive programme of research focused on assessment and measurement at all levels of the educational system and in the workplace.

Dr Laura McAvinue is an Adjunct Research Fellow with the School of Education at University College Dublin. She is a professionally trained Educational Psychologist and has dual research interests in the neurocognitive underpinnings of learning and the social contexts which influence same.

^☆: This study was prospectively registered on the OSF (https://osf.io/ehyd3). Data and code are available at https://osf.io/buhnr/.

^☆☆: This research has been funded by Microsoft Education Ireland. Microsoft is the owner of Minecraft. Declarations of interest: ES's position at Dublin City University was funded by a grant from Microsoft Ireland to DB and MoL. KM, MB, and NH are employees of Microsoft Ireland. Microsoft did not contribute to data collection, data analysis or data interpretation.