This study aims to reveal the impact of using the digital game Minecraft: Education Edition in teaching geographical features in social studies on the achievement and spatial perception skills of 5th grade students. The research adopts a sequential explanatory mixed-method design. Quantitative data was collected using self-assessment and teacher assessment forms on spatial perception skills, and an achievement test developed by the researchers. Qualitative data was gathered through interviews. The study found that using Minecraft led to an increase in students' achievement and their skills in examining space. This study provides valuable insights for educators and curriculum developers, offering a potential pathway to enhance students' understanding of geographical concepts and spatial perception skills through interactive digital tools such as Minecraft: Education Edition in the future.
TopIntroduction
Technological advancements at the dawn of the 21st century have fundamentally transformed educational approaches and teaching methods, with one of the key components of this shift being the utilization of digital and interactive games in educational processes. As of today, the global user count in the video game segment has reached 401.8 million, with the number of players in the United States alone accounting for 18.7 million within the video game segment (Statista, 2023). In 2022, the digital game industry was observed to possess a substantial profit share with revenues amounting to 197 billion dollars worldwide. At this juncture, it is appropriate to question what makes digital games so prevalent. The ubiquity of digital games is due to a series of factors. Technological advancements, widespread availability of the internet, and penetration of mobile devices have enabled games to reach a broader audience. In particular, the increased use of smartphones and tablets has enhanced the accessibility and portability of games (Newzoo, 2020). Furthermore, a wide range of games and various game genres cater to the interests of diverse demographic groups. Games offer users a host of experiences, such as social interaction, competitive challenges, and even storytelling (Bányai et al., 2019). A broad spectrum of cognitive abilities can be stimulated by video games, which may contribute to their popularity. Lastly, the gaming industry itself constantly introduces innovations and advancements to attract more users and retain the interest of existing ones. This not only sustains demand for games but also generally boosts their popularity (Kaplan & Haenlein, 2020).
On the other hand, when examining the literature pertaining to the use of digital games in education, which is the focus of this study, it is seen that digital games contribute to improvements in many areas such as attention, visual-spatial abilities, and psychomotor skills (Green & Bavelier, 2012). In addition, strategic games can enhance problem-solving and flexible thinking, while puzzle games generally target logic and abstract thinking skills (Sala & Gobet, 2019). Research has proven that digital games enhance problem-solving and strategic thinking skills (Granic, Lobel, & Engels, 2014), and multiplayer games improve social and communication skills (Adachi & Willoughby, 2013). Academically, digital games have the potential to improve abilities to understand and recall information (Clark et al., 2016). In particular, educational games offer students the opportunity to understand and apply complex concepts (Sung & Hwang, 2013), have positive cognitive, behavioral, and affective effects (Connolly et al., 2012) and increase students' procedural knowledge (Perini et al., 2018). Studies reveal that students who play games perform better on tests compared to students who use other traditional teaching methods (Flores, Paiva, & Cruz, 2020). Games make learning more engaging by providing fun and interactive learning experiences, as digital games offer students real-world experiences (Squire, 2008).