Evaluating Minecraft as a Game-Based Metaverse Platform: Exploring Gaming Experience, Social Presence, and STEM Outcomes

Overview & Synopsis

Status: This study explored the use of Minecraft Education Edition to create a metaverse-like environment for STEM education, involving 40 students in collaborative tasks across Chemistry, Coding, and AI Education. Research Methods: To assess student engagement and behavior patterns, the study employed the Game Experience Questionnaire (GEQ) and the STEM Outcome Survey. The research aimed to evaluate Minecraft Education Edition's alignment with metaverse platform criteria, its impact on social presence, and its influence on students' perceptions of STEM education. Data Collection and Analysis Methods: The data were collected using the GEQ and STEM Outcome Survey. Regression analysis was conducted on the GEQ dimensions to examine the effects of Competence (C), Flow (F), and Challenge (I) on the overall sense of immersion (I). Findings: The analysis revealed that Competence, Flow, and Challenge significantly contribute to the sense of immersion, supporting Minecraft Education Edition's role as an effective metaverse-like platform. The study also provided insights into how Minecraft Education Edition enhances social presence, fosters empathetic engagement, reduces negative social experiences, and promotes behavioral involvement. These findings underscore the potential of virtual worlds like Minecraft to revolutionize STEM education by offering immersive and engaging experiences. The study recommends Minecraft Education Edition as a valuable tool for educators and suggests further development of customized Minecraft worlds to better address students' specific learning needs and enhance game-based learning in STEM education.