Abstract

This study examines the influence of a Minecraft Education Challenge on the confidence and engagement of pupils who have Additional Learning Needs (ALN) from the perspective of staff.

The findings indicate that the Minecraft Education Challenge (MEC) contributed to the development of confidence and engagement with the challenge, which also encouraged creativity, communication, and collaboration between pupils who have ALN.

The findings indicated that pupils' engagement with MEC increased through the following factors: confidence in communicating, growing confidence, confidence in collaborating, engaged when having fun and engagement in all Areas of Learning. Another noteworthy finding was that participants acquired new digital skills from the pupils, which was perceived as a form of empowerment for the pupils. Furthermore, staff members discovered that Minecraft Education could be employed to address a multitude of areas within the Digital Competency Framework (DCF).

The participants did not perceive the MEC as a barrier for pupils with ALNs, but rather as a means of enhancing their engagement and confidence in learning, thereby creating equity for pupils with ALN.

Further research is required on the use of game-based learning for pupils with ALN, as the available data is limited.

Keywords: Additional Learning Needs, engagement, staff perspectives, Game-based learning, Minecraft Education

How to Cite:

McDermott, L. E., (2026) “Staff Perspectives on the Influence of a Minecraft Education Challenge (MEC) on Pupils with Additional Learning Needs: Confidence and Engagement Outcomes”, Focus on Practice (Wales Journal of Education), doi: https://doi.org/10.16922/focus17