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Minecraft as an Educational Tool Before, During, and After the Pandemic: A Case Study Research Project

Elisabetta M. Cigognini

Elisabetta M. Cigognini

INDIRE - National Institute for Documentation, Innovation and Educational ResearchFlorence, Italy
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Cigognini, Elisabetta M.
 and 
Andrea Nardi

Andrea Nardi

Research Structure 2 - Organisational Models, Methodologies and CurriculumFlorence, Italy
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Nardi, Andrea
  
Nov 22, 2024
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Article Category: Research Article
Published Online: Nov 22, 2024
Page range: 87 - 103
DOI: https://doi.org/10.2478/eurodl-2024-0011
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© 2024 Elisabetta M. Cigognini et al., published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.

Figure 1.

Percentage distribution of teachers who continued to use Minecraft in their teaching (database: 150 out of 237 teachers).
Percentage distribution of teachers who continued to use Minecraft in their teaching (database: 150 out of 237 teachers).

Figure 2.

Percentage distribution of teachers based on the number of times they used Minecraft in their teaching (database: 150 out of 237 teachers).
Percentage distribution of teachers based on the number of times they used Minecraft in their teaching (database: 150 out of 237 teachers).

Figure 3.

Percentage distribution of teachers based on the added value observed in the use of Minecraft for distance learning (database: 150 out of 237 teachers).
Percentage distribution of teachers based on the added value observed in the use of Minecraft for distance learning (database: 150 out of 237 teachers).

Figure 4.

Students’ perceived differences between Minecraft lessons and other lessons (2019 edition database: 1,630; 2021 edition database: 630).
Students’ perceived differences between Minecraft lessons and other lessons (2019 edition database: 1,630; 2021 edition database: 630).

Figure 5.

Students’ perceived added value of Minecraft lessons (2019 edition database: 1,630; 2021 edition database: 630).
Students’ perceived added value of Minecraft lessons (2019 edition database: 1,630; 2021 edition database: 630).

Figure 6.

Difficulties encountered by students during Minecraft lessons (2019 edition database: 1,630; 2021 edition database: 630).
Difficulties encountered by students during Minecraft lessons (2019 edition database: 1,630; 2021 edition database: 630).

Figure 7.

Difficulties encountered by students with respect to group work (2019 edition database: 1,630; 2021 edition database: 630).
Difficulties encountered by students with respect to group work (2019 edition database: 1,630; 2021 edition database: 630).

Figure 8.

Students’ perceptions about the educational use of Minecraft in presence and at a distance (database 2021 edition: 630).
Students’ perceptions about the educational use of Minecraft in presence and at a distance (database 2021 edition: 630).

Students and teachers sample of the two editions of the MineClass project (questionnaire completed)

Year Sample Gender School grade
2019 Students N = 1,634 F (students) = 803 (49%)M (students) = 831 (51%) Primary = 60.5%Middle school = 31.5%Secondary school = 8%
Teachers N = 122
2021 Students N = 630 F (students) = 286 (45%)M (students) = 344 (55%) Primary = 45%Middle school = 40%Secondary school = 15%
Teachers N = 59
Total All students N = 2,264 F = 1,089 (48%)M = 1,175 (52%) Primary = 53%Middle school = 36%Secondary school = 11%
Teachers (follow-up) N = 237
Language:
English
Publication timeframe:
2 times per year
Journal Subjects:
Social Sciences, Education, Curriculum and Pedagogy, Education, other
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