Focus on Practice (English)
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This pilot study examines the influence of a Minecraft Education Challenge (MEC) on the confidence and engagement of pupils who have Additional Learning Needs (ALN) from the perspective of staff.
The qualitative findings from staff members (n=11) at an ALN community school in North Wales indicate that the 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 also 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 and Experience in the new Curriculum for Wales. 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 perceived 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.
Finally, further research is required on the application of game-based learning for pupils with ALN, as the current data is limited in Wales.
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”, Wales Journal of Education. 1(0). doi: https://doi.org/10.16922/focus17
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