Gender Differences in Using Minecraft for Learning: Insights and Implications for Teaching Practice

The educational use of video games is increasingly promoted in the literature for all levels of education. Minecraft, one of the most popular video games of all time, has already found its place in classrooms around the world. Numerous studies and systematic literature reviews indicated that this video game can be effectively used to master curriculum content, develop skills, and increase students’ motivation and interest in learning. Also, Minecraft is perceived as a gender-neutral game that appeals to both boys and girls of various ages. However, research has shown that girls play this game less than boys and that gender is one of the factors influencing the educational experience when this video game is used for learning. Furthermore, the issue of gender differences remains under-researched, and gender is often inadequately analyzed in studies. This paper aims to examine the extent to which gender differences are present in the use and educational effects of Minecraft, as well as to highlight the need for gender-sensitive integration of this game into teaching practice.