The Impact of Minecraft on the Development of Prosocial Behaviors in Regular Basic Education Students

Abstract

Fostering prosocial behaviors in students is not only beneficial for their emotional well-being and personal growth but also contributes to a positive school environment and the formation of responsible citizens. The objective of the research is to evaluate the effectiveness of the Sandbox video game Minecraft in promoting prosocial behaviors in students of Regular Basic Education. An experimental methodology was employed, applying the game to the students and administering a pretest and posttest based on the “Prosocial Skills Scale for Adolescents” (PSS-A), which measures solidarity, helping response, perspective, altruism, and assistance. Five personalized multiplayer gaming sessions were conducted. The results indicate that the game dynamics implemented over the five sessions significantly improved solidarity, helping response, perspective, altruism, and assistance among the students. A positive short-term influence on prosocial behavior was evident. The study suggests that the use of the Sandbox video game Minecraft can have a significant impact on fostering prosocial behaviors in students. These findings highlight the potential of video games as an educational tool to enhance social skills and responsible citizenship in the current school context. The research demonstrates that the use of video games like Minecraft in a Sandbox approach can effectively improve prosocial behavior in students of Regular Basic Education. However, the need for future research to examine the long-term durability of these effects and consider the integration of video games into educational programs more broadly and strategically is emphasized.