This study aimed to systematically examine empirical evidence on the effects of the digital game Minecraft on the cognitive structures and processes of learners. Following the PRISMA guidelines, a comprehensive search was conducted in the Scopus, ScienceDirect, ERIC, and Web of Science databases for studies published between 2015 and 2025. After completing the screening process, 15 eligible studies meeting the inclusion and exclusion criteria were selected and subjected to qualitative analysis. The synthesis of findings led to the identification of four cognitive themes: foundations of spatial processing (mental rotation, spatial retrieval, and spatial thinking); logical–computational reasoning (algorithmic understanding, computational and abstract thinking, and procedural thinking); executive and regulatory functions (management of attentional resources, cognitive–emotional self-regulation, episodic memory, and semantic memory); and the development of adaptive and creative capacities (spatial reasoning, creative representation, and creativity). The evidence indicates that Minecraft, as an interactive cognitive ecosystem, provides a platform for deep mental engagement. In addition, bibliometric mapping was conducted using VOSviewer to visualize thematic structures and research trends within the selected studies. However, the effects of this game are influenced by moderating variables such as age, group structure, and the cognitive load arising from social competition. This review highlights the potential of Minecraft as a multifaceted educational tool and underscores the need for the development of novel assessment instruments and the investigation of underlying neural mechanisms to fully understand these adaptive capacities.