For my project, I’ve decided to explore both the benefits and possible drawbacks of using Minecraft Education in the classroom. Since my district is starting to roll it out more widely, I want to understand how it works and what it can offer before I jump in myself. From what I’ve read so far, Minecraft Education seems to support a wide range of learning areas - like STEM, problem-solving, literacy, storytelling, math, social-emotional learning, science, and even history.
It makes me wonder: can one program really do all that? This is where I sometimes struggle with technology. I see the value in digital tools, but I also believe that traditional methods like writing with pen and paper are still really important. I want to find a balance that works for my students.
I’m especially interested in learning more about how Minecraft Education can support curriculum goals, boost student engagement, and help with differentiated instruction. After reading some articles, I’m now looking into professional development opportunities to build my skills with Minecraft and dig deeper into how it can enhance my teaching.
Slattery, E. J., Butler, D., O’Leary, M., & Marshall, K. (2023). Primary school students’ experiences using Minecraft Education during a national project-based initiative: An Irish study. TechTrends, 67(6), 1051–1063. https://doi.org/10.1007/s11528-023-00851-z
This study explores how primary school students across Ireland engaged with Minecraft Education as part of a national project-based learning initiative called “Ireland’s Future is MINE.” Using a mixed-methods approach, the researchers gathered data from student surveys and focus groups to assess the educational impact of digital game-based learning. The findings highlight the potential of Minecraft Education to foster creativity, collaboration, and digital literacy among young learners. The study also discusses challenges such as technical issues and varying levels of teacher confidence. This article is valuable for educators and policymakers interested in integrating game-based learning tools into primary education to enhance student engagement and 21st-century skills development.
Panja, V., & Berge, J. (2021). Minecraft Education Edition’s ability to create an effective and engaging learning experience. Journal of Student Research, 10(2). https://doi.org/10.47611/jsrhs.v10i2.1697
This study investigates the educational potential of Minecraft Education Edition, specifically its chemistry features, to create engaging and effective learning experiences. Conducted by high school researchers, the project evaluates how game-based learning can support student-centered instruction in STEM subjects. The authors found that Minecraft’s interactive and immersive environment enhances student motivation, understanding, and retention of complex concepts. The article contributes to the growing body of research supporting digital game-based learning and offers insights for educators seeking innovative tools to enrich science education.
Ellison, T. L., Evans, J. N., & Pike, J. (2016). Minecraft, teachers, parents, and learning: What they need to know and understand. Journal of Technology and Teacher Education, 24(3), 295–301. Retrieved from ERIC
This article examines how Minecraft serves as a bridge between in-school and out-of-school learning environments, offering insights into how teachers and parents perceive and support its educational use. The authors outline six principles for integrating Minecraft effectively in classrooms, emphasizing its potential to foster creativity, collaboration, and problem-solving. They also discuss the importance of understanding the cultural and social dynamics of gaming to better support student engagement. This resource is particularly useful for educators and parents seeking to leverage digital games as meaningful learning tools.
Klonou, P., Karatrantou, A., & Tranta, P. (2025). Kindergarten teachers' acceptance of educational robotics online tools for computational thinking. International Journal of Technology in Education and Science, 9(4), 579–596. Retrieved from ERIC
This study investigates how kindergarten teachers perceive and accept online educational robotics tools designed to foster computational thinking (CT) in early childhood education. Using a quantitative methodology, the authors assess factors influencing teachers’ intention to use three specific robotics platforms. The findings reveal that perceived usefulness, ease of use, and prior experience significantly affect acceptance levels. The study underscores the importance of professional development and support in integrating CT into early learning environments. This article is particularly relevant for educators, curriculum designers, and policymakers aiming to introduce technology-enhanced learning in kindergarten settings.
Tagnin, L., & Ní Ríordáin, M. (2021). Building science through questions in Content and Language Integrated Learning (CLIL) classrooms. International Journal of STEM Education, 8, Article 34. https://doi.org/10.1186/s40594-021-00287-2
This article explores how questioning strategies in CLIL classrooms can enhance science learning among multilingual students. The authors analyze classroom interactions to identify how teachers use questions to scaffold scientific thinking and language development simultaneously. Their findings suggest that effective questioning not only supports conceptual understanding but also fosters student engagement and language acquisition. This study is particularly relevant for educators working in linguistically diverse settings, offering insights into integrating STEM content with language instruction to promote deeper learning.
