Quantifying Learning Outcomes: A Quasi-Experimental Study of Minecraft-Driven Engineering Design Process on Energy Concept Mastery and Creativity in Primary Classrooms

Abstract

Minecraft and other forms of digital gaming-based learning systems are becoming a very integrative part of STEM learning and teaching, as they promote engagement with learning and conceptual mastery. This investigation was set out to analyse how a Minecraft-enabled Engineering Design Process (EDP) would alter the achievement of energy concepts in primary students, and how the knowledge of ICT, as well as attendance, influences students. A quasi-experimental design was pretest-post-test with 100 students and was analysed using ANCOVA, correlation, and paired t-test in SPSS 25. Outcomes indicated that after corrections on pretest scores, the effect of the business-asusual group mean of 5.48 was higher than the 3.93 mean of the Minecraft-EDP group (F (1,97) = 28.54, p < .001, 227), ICT familiarity exhibited a negative connection with the post-test scores (r = -.200, p =.046), and attendance was insignificant. The researchers conclude that to effectively use game-based learning, one must exercise caution in scaffolding. Proposed solutions are the implementation of long-term interventions and the training of teachers. Implication sets are used to show how the curriculum is in line with the tasks in progress. Limitations are non-random sampling and shortness.