Application of Minecraft: Education in Mathematics and CMIT

Classes, Examples and Practices

Stanislav Ivanov

and Borislav Yordanov

Faculty of Mathematics and Informatics, Sofia University “St. Kliment Ohridski”, Sofia, Bulgaria

Keywords: Game-Based Learning, Minecraft: Education, Mathematics Education, ICT Education.

Abstract: Games take important part of the daily life of modern students as they are a source for not only leisure but

also a useful tool in the hands of the teachers. The authors explore the possibilities for application of game-

based learning within the Bulgarian educational context - specifically, different approaches to integrate the

popular sandbox game Minecraft: Education into the classroom. The study presents several ideas of lesson

units for the subjects “Mathematics” and “Computer Modelling and Information Technologies (CMIT)”

designed to enhance the teaching and learning process. To assist the development of these lessons, the authors

have structured a framework to describe such game-based activities. These ideas are tailored for lower

secondary school (aged 11-14) in Bulgaria, offering a different approach to immerse students into the learning

process.

1 INTRODUCTION

A great part of students' daily life takes place at

school, where they are often placed in a situation that

is contrary to their wishes and interests. They fill the

spare minutes between lessons and/or free periods

with what they find most interesting - games, music,

films, books.

One of the most popular activities for students are

games – computer games, board games, sports. On

average, computer game players spend more than 8

hours per week playing games (Men Spent 5.6 Hours

per Day in Leisure, n.d.). Playing some genres of

games uses and develops various cognitive skills such

as memory, attention, perception (Granic et al.,

2014). A variety of skills are also developed - not only

technical but also social. Players gather in themed

forums and groups discussing even the smallest

details of the game they are interested in. Game-based

learning is one of the tools that allows us to use games

and their advantages to support the learning process,

which is often challenging for students.

One of the characteristics of games that Garris et

al. describe is imagination: “Games involve

imaginary worlds; activity inside these worlds has no

impact on the real world; and when involved in a

https://orcid.org/0000-0002-1171-6325

https://orcid.org/0009-0008-3657-5611

game, nothing outside the game is relevant”(Garris et

al., 2002, p. 447).

This immersion in the imaginary world enables

teachers to tie the learning material to a variety of

game worlds and mechanics and to introduce the

learning content into familiar situations for students.

Examples of the application of games in learning are

found at national level. For example, the game “This

war of mine” is proposed as a learning element by the

Ministry of Education in Poland and curricula and

materials for teachers have also been created (This

War of Mine, n.d.). Minecraft: Education, an

educational version of the game Minecraft, popular

among students, provides one such possibility.

In the paper, the authors examine the possibilities

of implementing game-based learning using

Minecraft: Education, and present a developed

conceptual framework to support the construction of

such kinds of lessons, that is yet to be validated and

tested. Lesson plans based on the framework, that

were developed using Minecraft: Education, are

demonstrated.

The presented ideas are drawn from the authors'

teaching practice in Mathematics and “Computer

modelling and information technology (CMIT)” at

lower secondary school, which has enabled relevant

Ivanov, S. and Yordanov, B.

Application of Minecraft: Education in Mathematics and CMIT Classes, Examples and Practices.

DOI: 10.5220/0012616900003693

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 16th International Conference on Computer Supported Education (CSEDU 2024) - Volume 2, pages 517-524

ISBN: 978-989-758-697-2; ISSN: 2184-5026

517

analyses, conclusions, and perspectives.

2 RELATED RESEARCH

Game-based learning is not a new idea and has been

explored by numerous authors who have found both

advantages and disadvantages. Wouters etc, in his

meta-analysis reviewed the research of 30 authors,

from which they drew the following conclusions:

• The use of games in learning helps to build

lasting knowledge. As the authors describe it, "…

games lead to well-structured prior knowledge

on which learners can build on during their

learning career" (Wouters et al., 2013, p. 259).

The longevity of knowledge is also confirmed by

other authors - Svorotova writes that board

games allow for fast, better and complete

memorization of information due to the dynamic,

varied repetitive, intensive and practical use of

information from associative memory.

(Svorotova, 2019).

• Another conclusion presented by Wouters et

al. is that when games are combined with other

learning methods, the effectiveness of learning is

increased. Game-based learning on its own is no

more effective than traditional lecture, but when

combined with other learning methods, games

show their effectiveness. This may be due to the

fact that when using games alone in learning,

students gain intuitive knowledge rather than

verbalising and structuring it (Wouters et al.,

2013).

• While a common assumption is that games

increase students' motivation to learn, Wouters

showed in his meta-analysis that they are no

more effective in terms of learner motivation

than other learning methods (Wouters et al.,

2013).

It can be seen that game-based learning cannot

replace traditional learning, but the application of

games in the classroom can complement and support

the building of students' knowledge and skills. The

role of the teacher in organising this type of learning

should not be forgotten.

The teacher, who should be the mentor and helper

of the students/players, is particularly important for

the successful implementation of games in learning.

As Noemi and Maximo describe, "The work involved

in tutoring is the key to guiding the learning process

in serious games…"(Noemí & Máximo, 2014, p.

231). The same authors also describe the following

key points for a mentor to follow (Noemí & Máximo,

2014):

• Setting goals to be achieved.

• Defining the concepts that need to be practised

and reinforced by serious games and what

competencies can be encouraged.

• Setting a framework for the teacher to follow and

at the same time check that the objectives are

being met - continuous feedback and support for

students who are getting discouraged.

• Create a definitive feedback tool for the whole

group.

• Reflection on the use of the game (how and when

the game triggers moments of reflection and

evaluation of the knowledge and understanding

gained by the learner)

An important element in defining game-based

learning is also the selection of tasks and challenges

for students - they should not be too easy, which will

bore them, nor too difficult, which will discourage

them from continuing. As Dörner et al. say, “The

appropriate balance of task difficulty and skill level

ensures that the double mission of serious games is

accomplished: being both effective and attractive”.

(Dörner et al., 2016, p. 12).

To implement game-based learning, teachers have

many options - educational computer games, board

and role-playing games, etc. The authors focused on

using Minecraft: Education - a specially developed

educational version of the popular game Minecraft.

2.1 Minecraft: Education

Since its release in 2011, Minecraft has become a

phenomenon in the gaming industry. The game

immediately gained popularity among learners. In

2023, the game was the first one to reach 300 million

sales (“Minecraft Becomes”, 2023). Minecraft is a

game of the sandbox genre - games in which there is

no set goal, and the player is given the freedom to set

it themselves. Some of the players' activities are

gathering resources, exploring the virtual world,

surviving in the wild, but most importantly the ability

to be creative through building. The cube system used

in Minecraft allows for easy construction of unique

buildings and structures such as castles, houses,

cities, and more. This freedom of action encourages

creativity and exploration in players.

Study shows that Minecraft can help to develop

21st century skill as Collaboration, Communication,

Critical thinking and Creativity (Hewett et al., 2020)

Minecraft: Education is a specialised version of

the game that is targeted for classroom use. This

version has been extended with options for teachers

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to present learning content in an engaging way. Such

examples are:

• setting up virtual classrooms, such as a chemistry

lab with the possibility of conducting

experiments

• to recreate sites of historical battles

• to examine animal habitats in detail

• to program and control a personal robot to learn

programming concepts

Also, the educational version of Minecraft facilitates

the teacher's work of creating virtual worlds through

some options such as:

• Creating and administering a game server.

• Managing and limiting players’ (students’)

possibilities.

• Additional blocks to limit students.

• Placement of non-game character and

chalkboards to support presentation of learning

material.

• Additional tools such as camera and portfolio for

students to document their progress and

creativity.

• A dedicated programming environment where

block or scripted programming can be used.

• A collection of pre-made worlds with lesson

plans and materials on a variety of topics.

Minecraft: Education provides a collection of

lessons and teaching material in different subjects, as

well as a possibilities for teachers to share their

practices and ideas to the community. (Resources for

Minecraft Educators, n.d.) The community of

teachers is diverse and covers different subjects and

skills (Bar-El & E. Ringland, 2020).

One possible direction of teaching with

Minecraft: Education is in the field of computer

science as it provides a favorable context for

developing a computational thinking (Kutay & Oner,

2022).

2.2 Examples of Applications of

Minecraft Education

Bulgarian educational system is structured in 3 stages

– primary, lower secondary and upper secondary. In

the paper the focus of the author is on the lower

secondary stage where students are 11-14 years old.

In this stage “Mathematics” and “Computer modeling

and Information technologies (CMIT)” are

compulsory subjects for all students.

The focus of the subject CMIT is to develop

student’s ICT knowledge and skills like work with

word processing, spreadsheets, presentation etc.

The idea of Paul Watkins, a teacher from the UK,

to design, plan and calculate the materials needed to

build a house could be used for CMIT lessons. This

idea uses spreadsheet as a tool and involves several

stages (Watkins, n.d.):

• Building design

• Calculation of building costs

• Progress tracking

• Interior design

• Interior costing

• Analysis of overall project

Although initially Paul's lesson is not tailored to

the Bulgarian educational system, the implementation

of such a learning activity allows to cover the

knowledge, skills and competences as expected

outcomes set in the curricula for 6th grade, such as

the application of different data formats, the

introduction of formulas, the application of built-in

functions to perform calculations.

3 LESSON UNITS

It is noticeable that several game concepts can be

traced back to the lessons and ideas presented above,

which Andrew Stott and Carman Neustaedter

describe as successful when applied to learning (Stott

& Neustaedter, 2013):

• Freedom for mistake

• Constant and fast feedback

• Progression

• Plot and roles

Based on these core game concepts, the

experiences of other teachers, and the many materials

developed, the authors offer several ideas for

implementing Minecraft: Educational in the CMIT

and mathematics classroom. To facilitate these ideas,

the authors have developed a framework for

describing a game-based activity using Minecraft:

Education:

Section 1: Design of Learning Activity

1. Type of learning activity

• What is the type of lesson - for practice or to

introduce new knowledge?

2. Overview of learning objectives and content

• What are the learning objectives of the

lesson?

• What is the main learning content that will

be studied/practised in the lesson?

3. Skill development

• What domain-specific skill will be

developed during the lesson?

Application of Minecraft: Education in Mathematics and CMIT Classes, Examples and Practices

519

• What transversal skills (presentation skills,

communication skill etc.) will be developed

during the lesson?

• What type of thinking (critical, algorithmic,

logical, computational etc.) the activity

provokes?

• How will students solve the presented

problems – individually, collaboratively in

groups, or competitively?

• Does the tasks trigger creativity?

4. Knowledge assessment

• How can the students self-evaluate their

knowledge?

• Do the tasks correspond to a level of a

chosen assessment taxonomy?

• Does the task structure help for a progression

of knowledge and skills throughout the

chosen taxonomy’s levels?

Section 2: Design of Game World

1. Storyline and rules

• What is the story around which the learning

content will be considered?

• How is the plot related to the learning

content being studied?

• Is the story related to previous lessons?

• What are the rules and constraints in the

world?

2. Progressivity

• How can students track their progress as they

complete the task (e.g., levels, assignments

from non-playable characters, worksheet, to-

do list, etc.)?

• Do tasks get more complicated as students

move to the next level?

3. Feedback

• In what ways can students receive feedback

(e.g., responses to assignments after

completion, feedback from teachers, etc.)?

4. Freedom for error

• In what ways can students work through a

challenging component?

• What are the opportunities for students to

self-correct if they have made a mistake

(e.g., starting over, getting a hint, etc.)

5. Hidden puzzles and characters

• Are there hidden puzzles, problems, or

characters that the players can meet?

• What is the purpose of the hidden puzzles

and the characters (presenting a clue, getting

a game object, a score, a badge, etc.)?

In addition to the shown framework, the lesson

structure proposed by the creators of Minecraft:

Education was followed to describe the learning

units, which includes the following four elements:

• Learning objectives

• Guiding ideas

• Student activities

• Performance expectation

The lesson units created by the authors, presented

below, are designed for teaching, and/or practicing

the topics covered in the lower secondary school

curriculum in Bulgaria (age 11-14), and an

appropriate virtual world has been created in

Minecraft: Education with a unique story and roles

for students.

3.1 Creating Digital Images, A View

from Different Perspectives

The educational version of Minecraft allows you to

create cross-curricular connections and build a

holistic picture in learning. The authors present an

example of a lesson unit interweaving knowledge of

Mathematics and Computer Modelling and

Information Technology (CMIT), two subjects from

lower secondary school curricula in Bulgaria. The

scenario focuses on the topics for 5th grade: Creating

and Processing a Graphical Image from the CMIT

curriculum (MON, 2020) and Fractions from the

Mathematics curriculum (MON, 2021a).

The main goal of the lesson is to learn about a

style of creating graphic images - Pixel art. Students

are immersed in a story, and each has their own role -

an artist who will be presenting their work in a newly

opened gallery. Each student will not only have to

create their own painting using the Pixel art

technique, will also have to calculate the amount of

materials needed to make the painting.

3.1.1 Lesson Description

Type of Learning Activity

Introducing new knowledge

Overview of Learning Objectives

In the activity, learners create a graphic image with

Pixel art technique and calculate fraction based on the

information form the image.

Content From Curriculum:

Create and process a graphic image.

Fractions - parts of a whole.

Skill Development

During the game-based activity, students will gain

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knowledge about the structure of the graphic images

(Pixel) as well as improve their skill of handling

fractions.

The task has creative part as students need to

create their own picture in the Pixel art technique.

In the activity students are in the same virtual

world but they work independently. At the end they

are required to showcase their work - using and

enhancing their presentation skills.

Assessment

The tasks for the students are not only presented in

the game world but also on the worksheets that are

prepared for the activity. These worksheets help

students to track their progress and self-evaluate their

knowledge and skills.

The peer review of the presented work at the end

of the activity provides an additional insight of

possible areas of improvement.

The tasks in the activity are gradually introduce

more complex concepts and problems to solve.

Storyline and Rules

The students are artists who have been invited to the

opening of a new gallery. Renowned artist Crass has

presented his collection of works in the Pixel art style.

During the exhibition, Crass invites participants to

prepare their work for the next exhibition.

Progression

Students' progress is represented through the series of

related assignments that they receive from the non-

playable characters. Students also have a research log

(worksheet) in which they fill in completed tasks.

Feedback

Students receive feedback during the lesson from the

teacher and from non-playable characters in the

virtual world.

Freedom for Error

If students make a mistake, they have the opportunity

to go back and go through the difficult element again.

Students can also complete the problems in any order,

allowing them to skip the difficult problems.

Hidden Puzzles and Characters

There are no hidden puzzles and characters.

3.1.2 Lesson Plan

A lesson plan and student worksheets have been

developed to accompany the lesson.

Curriculum Learning Objectives

Student can:

• Select colours from the standard and expanded

colour palette for primary and background

colour.

• Create an image with a variety of tools on a given

theme.

• Know how to solve basic fractional number

problems.

• Model applied situations and solve everyday

problems by applying knowledge of common

fractions and operations with them.

Guiding Ideas

• Recalls the concepts of pixel, raster image,

colour pattern, and colour palette with students.

• Introduces the pixel art technique for creating

graphic images.

• Introduces the link between mathematics and IT

by calculating the total amount of blocks used for

a picture on a given part.

• Creates a world for students in Minecraft:

Education in which they independently go

through the problems presented and create their

own image using the Pixel art technique.

• Manages the classroom using Classroom mode

for Minecraft and guides students who are having

difficulties.

Student Activities

1. In a discussion recalls:

a. The concept of pixel and raster image

b. The concept of colour pattern and

colour palette

c. Finding a fraction of a number.

2. Joins to the specially created world in Minecraft:

Education. Examines the featured images in the

gallery created using a technique called Pixel Art

and captures 3 of the pictures. Completes the

table in task 2 of the worksheet for the painting

Fruit.

3. Finds the size of the painting "Heart!" using the

given information.

4. Goes to the creative classrooms and presses the

number button corresponding to his class number

to move to the assigned workspace.

5. Uses the prepared colour blocks located next to

the workspace to create an image using the pixel

art technique. Selects the primary and secondary

colours of the picture.

6. Completes the picture creation log from the

worksheet.

7. Moves to the observation platform and views

their classmates' paintings.

Performance Expectation

Students know the concept of pixels.

2. Students can create images using the Pixel Art

technique.

Application of Minecraft: Education in Mathematics and CMIT Classes, Examples and Practices

521

3. Students are able to solve fractional number

problems.

4. Students can model applied situations by

applying knowledge of common fractions.

3.2 Statistics and Fishing

The 6

grade (age 12-13) mathematics curriculum in

Bulgaria includes topics related to learning classical

probability and graphical representation of data

(MON, 2021b). In games, students often encounter

the idea of random events, which can be used to study

probability in mathematics. In Minecraft: Education,

catching a fish is a random event that can be used as

a context for practising the concepts covered in the

curriculum.

Figure 1: Game world for the fishing competition.

The created virtual world presents a fishing

competition in which students will participate. But

being fishermen is not their only role - they are sent

out for research purposes. Based on the empirical

experiment that the students have to conduct in the

game, they have to draw conclusions about the world

in which they are placed.

For students who are faster and for those who are

explorers and prefer to discover the secrets of virtual

worlds, additional hidden tasks are set that aim to

renegotiate prior knowledge.

3.2.1 Lesson Description

Type of Learning Activity

Lesson for practice.

Overview of Learning Objectives

The focus of the activity is to enhance and develop

student's understanding about classical probability as

well as how statistical data can be collected and

organized in different tables and charts.

Content From Curriculum

Finding the probability of a random event.

Organizing and presenting empirical data in tables

and charts.

Skill Development

During the activity, students should use their pre-

acquired knowledge and skills to collect and evaluate

the gathered data thus provoking their critical

thinking.

Organizational skills are necessary for solving the

tasks as the students need to organize, interpret,

understand, and present the data in tables and charts

from the experiment.

Students work independently in individual virtual

worlds.

Assessment

The problems gradually test students’ knowledge of

probabilities and data organization – from recalling

basic definitions to critically evaluating gathered

data. The scaffolding at the beginning aims to help

students to level their knowledge to cope with more

complex problems.

Plot and Rules

Students are explorers who are invited to participate

in a fishing competition. They have the additional

task of calculating the probability of catching certain

fish and tracking changes in the fish population.

Progression

Students track their progress by completing the

research log.

Feedback

Students receive feedback during the lesson from the

teacher and from non-playable characters in the

virtual world.

Freedom for Error

If students experience difficulties during the game,

they have the opportunity to reset and start over a

difficult for them part.

They also have possibilities to ask for help from

non-playable characters that provide the students with

hint, necessary knowledge, or parts of the solutions.

Hidden Puzzles and Characters

A series of non-playable characters are placed in the

virtual world, divided into two groups:

• Characters that provide an additional bonus

for helping in the fishing competition.

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522

• Characters with related hidden tasks for

students, the completion of which gives a

learning bonus (e.g. a grade, praise, etc.).

3.2.2 Lesson Plan

As in the previous example a lesson plan and student

worksheets have been developed to accompany the

lesson.

Curriculum Learning Objectives

Student can:

• Calculate the probability of a random event at the

simplest level.

• Find an arithmetic mean and uses it to interpret

data.

• Organise and presents empirical data in tables

and with orthogonal diagrams.

Guiding Ideas

• Recalls the concepts of random event,

probability, arithmetic mean.

• Supports and guides students as they move

through the various problems.

• Tracks students' progress through their

worksheets.

• Manages the classroom using Classroom mode

for Minecraft and guides students who are having

difficulty.

Student Activities

1. Joins a specially created world in Minecraft:

Education.

2. Conducts an empirical experiment and records

the data (participates in a fishing competition).

3. Presents the data collected on the worksheet

using a diagram.

4. Calculates probabilities based on the data from

the experiment.

5. Calculates a probability of an event as a

percentage from given data.

6. Compare previous data with data from the

current experiment.

Performance Expectation

1. Students know the concept of probability and

random event.

2. Students can calculate the probability of a

random event.

3. Students can construct a graph from given data.

4. Students know the basic properties of

probability.

4 DISCUSSION, BENEFITS AND

DRAWBACKS

Using Minecraft: Education brings its benefits - the

familiar environment for students to quickly find their

way around, provides an interesting context and

opportunity to apply the knowledge gained,

encourages teamwork and creativity in creating

solutions for different situations.

In addition to the benefits, several drawbacks are

noticed when the presented ideas of using Minecraft:

Education were established.

One of the problems is the time to prepare and

develop materials - in addition to creating a lesson

plan and teaching materials, it is necessary to prepare

a virtual world with a story for students to immerse

themselves in. Preparing an interesting and engaging

world for students takes time and effort that teachers

often cannot devote.

Conducting lessons using game-based learning

may also requires more instructional time - it is

necessary to introduce students to the world and the

story, the goals and objectives, and the expectations

of them. Time also needs to be spent familiarising

students with the game - although Minecraft is a

popular game, not all students might have played it

and know the controls.

Also, one should not forget about the technical

side when conducting classes using Minecraft:

Education. Besides the need for a suitable device for

each student, it may need to have a good and strong

internet connection if the classes are held in a shared

virtual world.

The role of the mentor teacher in game-based

learning is also crucial. The use of games immerses

pupils in an interesting and engaging imaginary

world, which helps to create context, but this same

world can distract the students from the objectives,

and they may find other activities more interesting.

Minecraft: Education offers tools to constrain

students and set a basic and linear path.

The ideas shown in this article present

opportunities for implementing game-based learning

with Minecraft: Education. It is important to note that

the topic suggests being expanded and extended with

a proper field study on students' motivation and

outcomes when using the presented developments.

5 CONCLUSIONS

Games are an additional tool that teachers can use to

adapt learning content, motivate students, and

Application of Minecraft: Education in Mathematics and CMIT Classes, Examples and Practices

523

diversify lessons. They do not replace other teaching

methods but can effectively complement them. In the

presented article the authors have tried to show

concrete examples of how a virtual game

environment can be used to cover the curriculum

content of mathematics and computer modelling and

information technology. Like any other tool, the

environment used - Minecraft: Education has its

advantages and disadvantages, but its versatility

allows to make attractive lessons from different

curricular areas.

ACKNOWLEDGEMENTS

This research is supported by the Bulgarian Ministry

of Education and Science under the National Program

"Young Scientists and Postdoctoral Students - 2”.

The research is partially funded by the project

#BG05M2OP001-2.016-0018 “MODERNization in

partnership through digitalization of the Academic

ecosystem” (MODERN-A), funded by the

Operational Program "Science and Education for

Smart Growth", co-financed by the European Union

through the European Structural and Investment

Funds

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