A Preliminary Evaluation of an Educational Game for Developing Spatial Ability Using Minecraft and Generative AI Scaffolding

Author Information

Hsiao-Min Lee, National Taiwan University of Science and Technology, Taiwan
Huei-Tse Hou, National Taiwan University of Science and Technology, Taiwan

Abstract

Spatial ability is vital for addressing daily and scientific challenges. This study aims to design and conduct a preliminary evaluation of an educational game integrating the Minecraft virtual world with generative AI (GenAI)-guided scaffolding. Fifteen undergraduate and graduate students (8 female, 7 male) participated in the game, with comprehensive assessment conducted through flow, activity anxiety, cognitive load scales, spatial ability tests, and qualitative feedback. Results indicate participants experienced flow states during gameplay, with significantly higher scores than the median of 3 on dimensions including “clear goals,” “immediate feedback,” “concentration,” and “loss of time perception.” Cognitive load analysis revealed the activity had significant “germane cognitive load” (p = .004), while “activity anxiety” remained significantly below 3. Regarding spatial ability performance, the post-test average score (80.00) exceeded the pre-test score (73.33), though the difference did not reach statistical significance (p = .078). Qualitative analysis revealed that over 85% of participants found the GenAI robot helpful for problem-solving; 93.3% agreed the game process enhanced spatial sense application; and 80% believed skills learned were transferable to real life. Collectively, this study preliminarily confirms the game's potential in creating immersive learning experiences and promoting germane cognitive load, while receiving strong learner endorsement.

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