Abstract
Gamification and formative assessment have gained increasing attention in education as effective strategies for enhancing student engagement and learning outcomes. The study aimed to determine how such an approach influences students’ motivation, comprehension of key informatics concepts, and the development of digital competencies among future educators. The research involved future computer science teachers for design and implementation of interactive lessons using Minecraft to facilitate learning and assess students' progress. The study investigated the effectiveness of using Minecraft Education as a gamified tool for formative assessment in primary school informatics education. The results indicated that integrating gamified formative assessment significantly enhanced students' interest, engagement, and comprehension. Future teachers also gained valuable experience in designing student-centred learning activities using Minecraft, demonstrating improved pedagogical skills and effective use of digital tools. The results indicated that students demonstrated increased interest, engagement, and comprehension when formative assessment was embedded in a gamified environment. Additionally, future teachers gained valuable experience in designing student-centred learning activities, fostering creativity, and utilising digital tools effectively. Statistical analysis confirmed the positive impact of gamified formative assessment on learning outcomes. The study suggested that incorporation of digital game-based learning strategies into teacher education programs can significantly enhance pedagogical skills and the ability to create interactive learning experiences. The study concluded that gamification can be an innovative and effective approach to formative assessment in informatics education, providing students with immediate feedback while maintaining their motivation. The findings of this study have practical implications for primary school teachers, informatics educators, and curriculum developers seeking to integrate gamified approaches into the learning process. The results offer insights into leveraging Minecraft Education for formative assessment, which can enhance student engagement and improve learning outcomes
Keywords
informatics education; digital learning; teacher training; interactive learning; student engagement; educational technology
References
[1] 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 number 100094. doi: 10.1016/j.caeo.2022.100094.
[2] Bourdeau, S., Coulon, T., & Petit, M.C. (2021). Simulation-based training via a “Readymade” virtual world platform: Teaching and learning with Minecraft education. IT Professional, 23(2), 33-39. doi: 10.1109/MITP.2021.3062935.
[3] Cóndor-Herrera, O., Acosta-Rodas, P., & Ramos, C. (2021). Applying minecraft education to pedagogical teaching. In Proceedings of the human systems engineering and design (IHSED2021): Future trends and applications (pp. 23-25). Louisville: AHFE International. doi: 10.54941/ahfe1001101.
[4] Crespo, A. (2021). Innovations in game-based learning: How lead users created Minecraft: Education edition. (Doctoral dissertation, Massachusetts Institute of Technology, Cambridge, USA).
[5] Ethical Guidelines for Educational Research. (2018). Retrieved from https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018.
[6] Helvey, C.I., Gates, L., Rountree, P., & Cariveau, T. (2023). Gamified human operant research: A brief introduction to Minecraft education. Experimental Analysis of Human Behavior, 34(1), 1-8. doi: 10.17605/OSF.IQ/VT58F.
[7] Klimová, N., Šajben, J., & Lovászová, G. (2021). Online game-based learning through Minecraft: Education edition programming contest. In 2021 IEEE global engineering education conference (EDUCON) (pp. 1660-1668). Vienna: IEEE. doi: 10.1109/EDUCON46332.2021.9453953.
[8] Kulimova, Yu. (2024). Improving the speech-communicative competence of future elementary school teachers in the context of digitalisation the higher pedagogical education in Ukraine. Pedagogical Sciences, 27(2), 24-33. doi: 10.33989/2524-2474.2024.2.24.
[9] Li, C., Fryer, L.K., & Chu, S.K. (2024). Utilising gamified formative assessment to support English language learning in schools: A scoping review. Innovation in Language Learning and Teaching, 19(2), 188-204. doi: 10.1080/17501229.2024.2352789.
[10] Luzano, J.F.P., Nallada, J.G., Hulagpos, D.R.B., & Damasco, J.J.R.C. (2024). Unveiling the power of educational mathematics applications as formative assessment tools: A multiple case study. International Journal of Research in STEM Education, 6(1), 15-35. doi: 10.33830/ijrse.v6i1.1657.
[11] Ming, G.K. (2023). Constructing meaningful learning with Minecraft education: An analysis of game-based lessons. Asian Journal of Research in Education and Social Sciences, 5(2), 45-52. doi: 10.55057/ajress.2023.5.2.5.
[12] Moon, J., Yeo, S., Banihashem, S.K., & Noroozi, O. (2024). Using multimodal learning analytics as a formative assessment tool: Exploring collaborative dynamics in mathematics teacher education. Journal of Computer Assisted Learning, 40(6), 2753-2771. doi: 10.1111/jcal.13028.
[13] Ndlovu, B.B. (2025). Exploring teachers’ practices when using formative assessment in improving quality education. Cogent Education, 12(1), article number 2451489. doi: 10.1080/2331186X.2025.2451489.
[14] Nkadimeng, M., & Ankiewicz, P. (2022). The affordances of minecraft education as a game-based learning tool for atomic structure in junior high school science education. Journal of Science Education and Technology, 31(5), 605-620. doi: 10.1007/s10956-022-09981-0.
[15] Sánchez-López, I., Roig-Vila, R., & Pérez-Rodríguez, A. (2022). Metaverse and education: The pioneering case of Minecraft in immersive digital learning. Information Professional, 31(6), article number e310610. doi: 10.3145/epi.2022.nov.10.
[16] Shamsudin, N.M., & Hoon, T.S. (2024). The use of AI copilot in Minecraft education edition for teacher training: Enhancing pedagogical practices and STEM learning. In International conference on innovation & entrepreneurship in computing, engineering & science education (InvENT 2024) (pp. 525-531). Shah Alam: Atlantis Press. doi: 10.2991/978-94-6463-589-8_49.
[17] Shannaq, B. (2024). Digital formative assessment as a transformative educational technology. In Future of information and communication conference (pp. 471-481). Cham: Springer Nature Switzerland. doi: 10.1007/978-3-031-54053-0_32.
[18] Singh, M., & Sun, D. (2025). Evaluating Minecraft as a game-based metaverse platform: Exploring gaming experience, social presence, and STEM outcomes. Interactive Learning Environments, 1-23. doi: 10.1080/10494820.2025.2459200.
[19] 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. doi: 10.1007/s11528-023-00851-z.
[20] Slattery, E.J., Butler, D., O’Leary, M., & Marshall, K. (2024). Teachers’ experiences of using Minecraft Education in primary school: An Irish perspective. Irish Educational Studies, 43(4), 965-984. doi: 10.1080/03323315.2023.2185276.
[21] Sortwell, A., & Trimble, K. (2015). Embedding formative assessment: Practical techniques for K-12 classrooms. Blairsville: Learning Sciences International.
[22] Sulaiman, M.K.A., Yasin, R.M., Halim, L., Arsad, N.M., & Samsudin, M.A. (2024). Empowering the next generation: Using Minecraft education to teach solar photovoltaic concepts in secondary school. International Journal of Information and Education Technology, 14(7), 976-987. doi: 10.18178/ijiet.2024.14.7.2125.
[23] Tablatin, C.L.S., Casano, J.D., & Rodrigo, M.M.T. (2023). Using Minecraft to cultivate student interest in STEM. Frontiers in Education, 8, article number 1127984. doi: 10.3389/feduc.2023.1127984.
[24] Tirado-Olivares, S., López-Fernández, C., González-Calero, J.A., & Cózar-Gutiérrez, R. (2024). Enhancing historical thinking through learning analytics in primary education: A bridge to formative assessment. Education and Information Technologies, 29, 14789-14813. doi: 10.1007/s10639-023-12425-w.
[25] Zhang, Z., & Crawford, J. (2024). EFL learners’ motivation in a gamified formative assessment: The case of quizizz. Education and Information Technologies, 29, 6217-6239. doi: 10.1007/s10639-023-12034-7.