Andersen, R., & Rustad, M. (2022). Using Minecraft as an educational tool for supporting collaboration as a 21st century skill.
Computers and Education Open, 3, Article 100094.
https://doi.org/10.1016/j.caeo.2022.100094
Andrus, B., Bar-El, D., Msall, C., Uttal, D., & Worsley, M. (2020). Minecraft as a generative platform for analyzing and practicing spatial reasoning. In C. Freksa, S. Barkowsky, & T. Barkowsky (Eds.), Proceedings of the German Conference on Spatial Cognition (pp. 45–58). Springer.
Bakan, U., & Bakan, U. (2018). Game-based learning studies in education journals: A systematic review of recent trends.
Actualidades Pedagógicas, *72*, 1–20.
https://doi.org/10.19052/ap.5245
Becker, M., Fischer, D. J., Kühn, S., & Gallinat, J. (2024). Videogame training increases clinical well-being, attention and hippocampal-prefrontal functional connectivity in patients with schizophrenia.
Translational Psychiatry, 14(1), Article 218.
https://doi.org/10.1038/s41398-024-02945-5
Chen, C.-C., & Tu, H.-Y. (2021). The effect of digital game-based learning on learning motivation and performance under social cognitive theory and entrepreneurial thinking.
Frontiers in Psychology, 12, Article 750711.
https://doi.org/10.3389/fpsyg.2021.750711
Franceschini, S., Bertoni, S., Lulli, M., Pievani, T., & Facoetti, A. (2022). Short-term effects of video-games on cognitive enhancement: The role of positive emotions.
Journal of Cognitive Enhancement, 6(1), 29–46.
https://doi.org/10.1007/s41465-021-00220-9
Hughes-Roberts, T., Brown, D., Boulton, H., Burton, A., Shopland, N., & Martinovs, D. (2020). Examining the potential impact of digital game making in curricula based teaching: Initial observations.
Computers & Education, 158, Article 103988.
https://doi.org/10.1016/j.compedu.2020.103988
Kilmer, E., Spangler, J., & Kilmer, J. (2023). Therapeutically applied Minecraft groups with neurodivergent youth.
F1000Research, 12, Article 216.
https://doi.org/10.12688/f1000research.129090.2
Korte, S.-M., Körkkö, M., & Føreland, L. R. (2025). Developing computational thinking skills in higher education through peer reflection on robotics and programming exercises with Bee-Bots, Lego Mindstorms EV3 and Minecraft Education.
Learning, Culture and Social Interaction, 55, Article 100947.
https://doi.org/10.1016/j.lcsi.2025.100947
Kutay, E., & Oner, D. (2022). Coding with Minecraft: The development of middle school students' computational thinking.
ACM Transactions on Computing Education, 22(2), Article 14.
https://doi.org/10.1145/3471573
Lee, S., Jang, W. W., & Rollins, M. (2024). Using Minecraft Education Edition to enhance 21st century skills in the college classroom: A mixed methods study [Manuscript submitted for publication]. Department of Education, University of Minnesota.
Liu, P. (2024). Learning and memory in Minecraft: Objects and object-location associations in a virtual open-field environment [Doctoral dissertation, University of California, Riverside]. ProQuest Dissertations & Theses Global.
Meriläinen, M., & Ruotsalainen, M. (2024). "I've played more Minecraft with the kids": Gaming and family dynamics in the early stage of the COVID-19 pandemic. In M. P. Moreira & T. P. Silva (Eds.), Gaming and gamers in times of pandemic (pp. 39–58). Brill.
Nguyen, A., & Rank, S. (2016, October). Spatial involvement in training mental rotation with Minecraft. In *Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts* (pp. 245–252). Association for Computing Machinery.
https://doi.org/10.1145/2968120.2987725
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... Brennan, S. E. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews.
BMJ, 372, Article n71.
https://doi.org/10.1136/bmj.n71
Partridge, J. (2022). *Digital games-based learning: Minecraft in the 21st century classroom* [Master's thesis, University of British Columbia]. UBC Theses and Dissertations.
Pettersen, K., Arnseth, H. C., & Silseth, K. (2025). Playing Minecraft: Young children's postdigital play.
Journal of Early Childhood Literacy, 25(1), 133–157.
https://doi.org/10.1177/14687984221118977
Saricam, U., & Yildirim, M. (2021). The effects of digital game-based STEM activities on students' interests in STEM fields and scientific creativity: Minecraft case.
International Journal of Technology in Education and Science, 5(2), 166–192.
https://doi.org/10.46328/ijtes.136
Shaw, A. (2023). Creative Minecrafters: Cognitive and personality determinants of creativity, novelty, and usefulness in Minecraft.
Psychology of Aesthetics, Creativity, and the Arts, 17(1), 106–121.
https://doi.org/10.1037/aca0000404
Slattery, É. J., Butler, D., O'Leary, M., Lehane, P., & Marshall, K. (2021).
Educational implications of Minecraft: A systematic review of academic, cognitive, motivational and psychosocial outcomes [Systematic review]. Dublin City University.
https://doi.org/10.5281/zenodo.5527664
Slattery, E. J., Butler, D., O’Leary, M., & Marshall, K. (2023). Primary school students' experiences using Minecraft Education during a national project-based initiative: An Irish study.
TechTrends, 68(1), 1–13.
https://doi.org/10.1007/s11528-023-00851-z
Smith, E. T., & Basak, C. (2023). A game-factors approach to cognitive benefits from video-game training: A meta-analysis.
PLOS ONE, 18(8), e0285925.
https://doi.org/10.1371/journal.pone.0285925
Tangkui, R. B., & Keong, T. C. (2023). The effect of Minecraft on learners' higher-order thinking skills in fractional problem-solving. Anatolian Journal of Education, 8(2), 1–20.
Ziv, G., Lidor, R., & Levin, O. (2022). Reaction time and working memory in gamers and non-gamers.
Scientific Reports, 12(1), Article 6798.
https://doi.org/10.1038/s41598-022-10986-3
