Assessing the benefits of digital game‐based learning with Minecraft in children, adolescents and young adults: A broad systematic review

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.