Abstract
The use of Minecraft and its educational counterpart, Minecraft Education, has increased in educational settings. While some isolated examples exist in higher education, there remains a significant lack of empirical evidence concerning its acceptance by students at this level. Additionally, there is an unsubstantiated assumption that educators possess the requisite comfort and competency to effectively integrate and deliver such a learning environment.This study investigates Minecraft Education as a medium for creating and deploying gamified simulations across two distinct pedagogical contexts. The first: a Forensic Crime Scene Investigation gamified simulation, designed to offer a repeatable and representative environment where students can apply pre-existing knowledge. The second: Paramedic activities, which aim to provide students with a conceptual understanding of mass casualty events and the practical utilisation of skills acquired in traditional classroom settings.
A robust methodological framework was employed in this thesis, utilising a mixed-methods approach to address the research questions. Qualitative data was collected through semi-structured interviews with both students and teachers, which were then subjected to a thematic analysis to gain insight into the participants' attitudes and perceptions. Quantitative survey was administered post activities to quantify participant, enjoyment, and the application of prior knowledge.
This thesis has established significant correlations between the implementation of multiple Minecraft Education based activities and the subsequent application of knowledge by students. A parallel finding indicates a strong sense of enjoyment among the student cohorts in relation to their participation in these activities.
Furthermore, the study found these pedagogical methods to be particularly inclusive for students with neurodivergent disabilities, suggesting that this approach is an effective methodology for integrating diverse student populations. This finding underscores the potential of Minecraft Education to create accessible educational environments.
In addition, the research reveals that educators are both willing and prepared to advance pedagogical innovation. However, a critical barrier was identified: they lack the necessary support structures to fully commit to and implement these new teaching strategies. This highlights a disconnect between educator readiness and institutional support, which is a key area for future development.
| Date of Award | 24 Jun 2026 |
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| Original language | English |
| Awarding Institution |
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| Supervisor | Helen Tidy (Supervisor), Timothy Thompson (Supervisor) & Paul Chesterton (Supervisor) |