This study investigates how interactive simulations through Minecraft can develop mathematical thinking skills among primary school students in the Kingdom of Saudi Arabia. Using a mixed-methods approach, it combines quantitative survey data from teachers and educational supervisors with qualitative insights from semi-structured interviews. The findings reveal that Minecraft fosters essential dimensions of mathematical thinking, such as logical reasoning, spatial awareness, and problem-solving—by engaging learners in creative exploration and contextualised problem scenarios. Teachers and supervisors emphasised that Minecraft enhances students’ motivation, collaboration, and conceptual understanding, particularly when aligned with curriculum goals and supported by appropriate pedagogical guidance. Challenges identified include limitations in digital infrastructure, variations in teacher readiness, and the need for sustained professional development. The study provides evidence-based recommendations for teacher training, curriculum design, and policy development to support the effective integration of digital tools in mathematics education. By highlighting the pedagogical potential of Minecraft in fostering mathematical thinking and engagement, this research contributes to international discussions on technology, enhanced learning and educational innovation, aligning with the broader aims of ACEID to promote global collaboration and sustainable educational development.

Authors:
Sana Alkorbi, University of Manchester, United Kingdom

About the Presenter(s)
I'm Sana Alkorbi, a lecture at Najran University and doctoral researcher at the University of Manchester. My research explores using Minecraft to develop mathematical thinking in primary education. My interests include game-based and digital learning

See this presentation on the full schedule – Wednesday Schedule

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