The use of minecraft education within forensic science education to create alternative learning environments

Inclusive practices are increasingly important within higher education in providing equity across the learner experience. Many students find didactic lectures do not allow them to absorb and process teaching material in a manner that allows for maximum learning. Higher education practices therefore need to encompass a variety of approaches that create an inclusive learning environment.

This research examines one such approach within the teaching of the forensic sciences, where Minecraft Education (ME) was used to create a simulated crime scene world. Students were asked to explore the ME crime scene world, either before or in class, noting the potential for forensic evidence. Accompanying this exploration, students completed a Microsoft Forms survey which asked them to consider forensic potential, health and safety within the crime scene and how any evidence may be recovered.

This approach was adopted across five UK universities and one US university with the student experience subsequently evaluated after the end of the session.
This research aimed to evaluate ME as a facilitator for gamified simulated activities and to assess whether such activities promote the application of knowledge, fostered enjoyment among participants and was perceived to be inclusive in nature. The findings showed that ME was effective and practical as a form of simulation with a low barrier to entry. Students reflected that the activity allowed for ease of knowledge application and was enjoyable in nature. In addition, it was found that the activity was inclusive in nature, demonstrating minimal to no barriers for disabled students, applicability across related academic pathways, age, and gender.