Effectiveness of a minecraft education intervention for improving spatial thinking in primary school children: A mixed methods two-level cluster randomised trial
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Abstract
Background
Spatial thinking plays a crucial role in STEM success. Minecraft Education, a digital game-based learning platform, provides opportunities for developing students’ spatial thinking while supporting curricular content.
Aim
This study evaluated the effectiveness of a Minecraft Education intervention, integrated into the curriculum, in improving spatial thinking and creativity.
Sample
Fifth and sixth year primary school students (Mage = 11.53, SDage = 0.58) and their teachers.
Methods
The study used a mixed-methods, two-level cluster randomised-controlled trial design. Thirty-two classes (N = 885 students) were randomly assigned to the intervention or education-as-usual control group. Assessments of spatial thinking and creativity were completed at pre-test, post-test and 6-week follow up. Teacher interviews were conducted to understand their experiences of the intervention.
Results
While no overall intervention-related improvements in spatial thinking were found, subgroup analyses revealed that 5th year demonstrated improved spatial thinking compared to 6th year at post-test. This may be attributable to 5th year students’ higher levels of engagement in the intervention. Unexpectedly, creativity scores were higher in the control group at post-test. Qualitative interviews identified four themes: 1) Improving spatial thinking, 2) Improving creativity, 3) Engagement, and 4) Difficulties implementing the programme.
Conclusion
This study highlights the importance of increasing student engagement in spatial interventions to improve their spatial skills. Finally, the study suggests that sustained practice is required to maintain the benefits of spatial instruction/training.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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