Shared special interest play in a specific extra-curricular group setting: A Minecraft Club for children with special educational needs

Abstract

AimTo gain practice-based insights, we evaluated outcomes from a science-themed Minecraft Club for children with Special Educational Needs over a four-year period. Science topics were introduced, followed by themed building in Minecraft in a multi-player setting. Particular focus was placed on the benefits of playing a shared-interest game in a social and educational context.MethodsMixed-methods interviews and surveys were used to gather feedback from children attending the club and their accompanying caregivers. Inferential statistics assessed the influence of individual differences and club attendance time on responses.FindingsChildren consistently enjoyed attending the club and most felt that they had developed their scientific knowledge. Social-communication skills and confidence were also positively impacted, as reported by both children and caregivers. The accepting and inclusive nature of the club was of high value.LimitationsSample sizes and data collection methods were necessarily restricted and mainly qualitative due to the purpose of the club and the nature of the attending cohort. However, valuable insights were gained from respondents.ConclusionsBoth children and caregivers communicated that Minecraft Club succeeds in providing a context through which children can develop social and communication skills, build confidence, make new friends, and learn about science. These insights have important implications concerning the potential social and educational benefits of Minecraft for children with Special Educational Needs, and the value of extra-curricular clubs that provide safe and supportive spaces for children to thrive.