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

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

European Journal of Open, Distance and E-Learning
Volume 26 (2024): Issue 1 (March 2024)
By:
Open Access
|Nov 2024

Figures & Tables

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)

YearSampleGenderSchool grade
2019Students N = 1,634F (students) = 803 (49%)M (students) = 831 (51%)Primary = 60.5%Middle school = 31.5%Secondary school = 8%
Teachers N = 122
2021Students N = 630F (students) = 286 (45%)M (students) = 344 (55%)Primary = 45%Middle school = 40%Secondary school = 15%
Teachers N = 59
TotalAll students N = 2,264F = 1,089 (48%)M = 1,175 (52%)Primary = 53%Middle school = 36%Secondary school = 11%
Teachers (follow-up) N = 237
DOI: https://doi.org/10.2478/eurodl-2024-0011 | Journal eISSN: 1027-5207
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Language: English
Page range: 87 - 103
Published on: Nov 22, 2024
Published by: Sciendo
In partnership with: Paradigm Publishing Services
Publication frequency: 2 times per year
Keywords:
Remote laboratory,
Immersive learning,
Distance learning,
Game-based learning,
Minecraft,
Educational tool
Related subjects:
Social sciences,
Education,
Curriculum and pedagogy,
Education, other

© 2024 Elisabetta M. Cigognini, Andrea Nardi, published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 License.

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