![](3D"0806_OrtegaPerez_archivos/image002.jpg")
DOI: https://doi.org/1=
0.56712/latam.v6i3.4176
Using Minecraft to Develop Citizenship Competencie=
s by
Designing a Smart City
Fortaleciendo competencias ciudadanas=
a
través del uso de Minecraft para crear una ciudad inteligente
Paloma Ortega Pérez
paloma.ortega@tec.mx
https://orcid.org/0000-0002-7256-7351
Tecnológ=
ico
de Monterrey, Escuela de Ingeniería y Ciencias
Nuevo Leó=
;n,
Monterrey – México
Patricia Lorena Nieto Begné
pnieto@tec.mx
https://orcid.org/0009-0003-5503-6967
Tecnológ=
ico
de Monterrey, Escuela de Ciencias Sociales y Gobierno
Nuevo Leó=
;n,
Monterrey – México
Manuel Félix Cárdenas
mfelixcardenas@tec.mx
https://orcid.org/0009-0009-5214-1730
Tecnológ=
ico
de Monterrey, Escuela de Arquitectura, Arte y Diseño
Nuevo Leó=
;n,
Monterrey – México
Lydia Velázquez García
lvelazquezg@ipn.mx
https://orcid.org/0000-0003-2441-2117
Instituto
Politécnico Nacional. CIECAS
Ciudad de
México – México
Antonio Cedillo Hernández
acedillo@tec.mx
https://orcid.org/0000-0003-3420-6851
Tecnológ=
ico
de Monterrey, Escuela de Ingenieria y Ciencias =
Nuevo Leó=
;n,
Monterrey – México
Artículo recibido: 20 de junio de 2025.
Aceptado para publicación: 15 de julio de 2025.
Conflictos de
Interés: Ninguno que declarar.
Abstract
Serious-game environments have demonstrated efficacy in connecting
theoretical concepts with practical application in university courses focus=
ed
on social reform. This study
assesses the influence of an immersive project in Minecraft: Education Edit=
ion
on the enhancement of civic competencies and smart-city awareness among 28
undergraduate students participating in the “Citizenship and Smart
Cities” course at Tecnologico de Monterrey
(under TEC21 model), Campus Hidalgo, during the
August–December 2024 semester. Through seven distinct phases, spanning
community diagnosis to virtual urban redesign, students recognized tangible
issues, devised contextually relevant remedies, and presented them via video
walkthroughs of their Minecraft environments. Performance was evaluated using an
institutional rubric, supplemented by a perception poll. Quantitative data indicate that 10=
0% of
students attained a proficient level in the “socially responsible
solutions” (SEG0404); 82% achieved profic=
ient
and 3.5% outstanding levels in “critical reasoning” (SEG0503); and 75% attained proficient level in
“strategic use of IT” (SEG0702).
Keywords: serious games,=
minecraft, educational innovation, active learning, s=
mart
cities
Resumen
La aplicación de juegos serios ha mostrado su eficacia para
acercar la teoría a la práctica en cursos universitarios
orientados a la transformación social. El presente estudio eval&uacu=
te;a
el impacto de un proyecto inmersivo en Minecraft: Education Edition
sobre el desarrollo de competencias ciudadanas y la comprensión de l=
as
ciudades inteligentes en 28 estudiantes de licenciatura inscritos en la uni=
dad
de formación “Ciudadanía y Ciudades Inteligentes”=
del
Tecnológico de Monterrey (bajo el modelo TEC21<=
/span>),
Campus Hidalgo, durante el semestre agosto–diciembre 2024. A lo largo=
de
siete fases, desde el diagnóstico comunitario hasta el rediseñ=
;o
urbano virtual, los estudiantes identificaron problemas reales,
diseñaron soluciones contextualizadas y las presentaron mediante
recorridos en video de sus mundos de Minecraft. La evaluación, basad=
a en
una rúbrica institucional y una encuesta de percepción,
mostró que el 100 % de los estudiantes obtuvo un nivel sólido=
en
la sub-competencia “Compromiso ciudadano =
para
la transformación social” (SEG0404=
), el
82 % un nivel sólido y el 3.5 % sobresaliente en “Pensamiento
crítico” (SEG0503), y el 75 % un n=
ivel
sólido en “Tecnologías de vanguardia” (SEG0702). La encuesta reveló un acuerdo
unánime en que la experiencia fomentó el compromiso ciudadano=
y
el 95% de los alumnos encuestados afirmó que Minecraft profundiz&oac=
ute;
su comprensión teórica. Los resultados obtenidos respaldan una
mayor conciencia social, motivación y avalan la integración de
enfoques lúdicos inmersivos para potenciar competencias ciudadanas e=
n la
educación superior.
Palabras clave: juegos serios, =
minecraft, innovación educativa, aprendizaje a=
ctivo,
ciudades inteligentes
T=
odo
el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y
Humanidades, publicado en este sitio está disponibles bajo
Licencia Creative Commons.=
![](3D"0806_OrtegaPerez_archivos/image004.jpg")
<=
o:p>
Cómo citar: Ortega Pérez, P., Nieto
INTRODUCTION
The rapid urbanization of the planet, with =
over
68% of the population anticipated to reside in cities by 2050, necessitates
graduates capable of analyzing intricate metropolitan issues, leveraging
digital technology, and involving communities in the co-design of more
habitable environments. International agendas, like United Nations Sustaina=
ble
Development Goal 11 (Sustainable Cities and Communities) and UNESCO’s
Education for Sustainable Development for 2030 roadmap, delineate this
necessity as both a technical and civic obligation (UNESCO, 2025). In Latin
America and the Caribbean, where digital‐transformation efforts expose
stark equity gaps, a recent UNESCO report concludes that higher education m=
ust
“equip students with hybrid civic-digital skill sets to steer inclusi=
ve
smart-city transitions” (UNESCO, 2024).
Literature refers to these hybrid skill set=
s as
civic and digital-citizenship competencies, which are a collection of value=
s,
knowledge, attitudes, and skills that enable individuals to engage responsi=
bly
in democratic life while traversing technology-rich environments. Frontier
research on competency assessment in universities has identified information
literacy, ethical technology use, and community engagement as the pillars t=
hat
require the most curricular innovation (Mejias-=
Acosta
et al., 2022). However, conventional lecture-centric methods frequently fai=
l to
cultivate the reflective, systems-thinking dispositions necessary for the
development of cities in the twenty-first century.
Serious games have emerged as a compelling
response to this pedagogical gap. A systematic review found that game-based
learning environments consistently outperform conventional methods in foste=
ring
meta-skills such as problem-solving, collaboration and civic reasoning (
Minecraft: Education Edition holds a unique
position among serious-game platforms. The open-world sandbox, customizable
rule sets, and minimal entry requirements enable students to swiftly protot=
ype
spatial solutions while establishing shared understanding. Global efforts l=
ike
Schools Reinventing Cities, in collaboration with C40<=
/span>,
illustrate how Minecraft enables students to conceptualize climate-positive
neighborhoods and convey these ideas to policymakers (Minecraft, 2025).
Purpose-built environments such as Sustainability City enhance these
capabilities by integrating real-time data and sustainability situations
directly into the action. Despite this momentum, empirical research on
Minecraft's influence on civic competencies is predominantly focused on pri=
mary
and secondary school; robust data from Latin American higher education cont=
exts
remains limited.
Alongside the emergence of serious games,
Challenge-Based Learning (CBL) has become promi=
nent
as a curricular framework that contextualizes disciplinary knowledge inside
genuine, socially pertinent issues. Comparative studies indicate that CBL can produce substantial improvements in conceptual
comprehension and collaborative skills in both engineering and general
education courses (Robledo-Rella et al., 2025),=
while
process-oriented research emphasizes the need of well-structured challenge
phases to optimize group learning behaviors (Martin and Bombaerts,
2025). The TEC21 approach at Tecnologico
de Monterrey university formalizes Challenge-Based Learning (CBL) through semester-long challenges developed in
collaboration with community and industry partners. Incorporating Minecraft
into this framework provides a synergistic approach: the platform gives an =
immersive
environment for conceptualization and experimentation, while the CBL structure introduces authentic stakes and reflect=
ive
support.
This study investigates the impact of an
immersive, seven-phase Minecraft project integrated into a TEC21
general-education course “Citizenship and Smart Cities” on
undergraduate students’ (1) civic and digital citizenship competencie=
s,
(2) comprehension of smart-city principles, and (3) motivation to effect
community change. This research provides essential empirical evidence from a
Latin American higher education context by triangulating performance rubric=
s,
perception surveys, and reflective artifacts, demonstrating a reproducible
approach for utilizing serious games in challenge-based pedagogies. The
findings intend to guide curriculum designers, educational technology
researchers, and policymakers in developing scalable solutions to nurture t=
he
next generation of civic innovators.
METHODOLOGY
This investigation was structured by a
convergent mixed-methods design, which combined qualitative perception data
with quantitative performance metrics to construct a comprehensive
understanding of the learning impact.
Setting and
Participants
The project occurred at Tecnologico
de Monterrey, Campus Hidalgo, during the August–December 2024 semester
(course code EC1019). Twenty-eight undergraduat=
es (16
male, 12 females; mean age =3D 20.3) from engineering, business, and humani=
ties
disciplines participated in two course sections.
Pedagogical Des=
ign
TEC21's<=
/span> CBL ethos was translated into a Minecraft-mediated
experience through seven sequential phases: (1) theoretical grounding in
urbanism and civic participation; (2) field-based community diagnosis using
empathic "walk-in-their-shoes" simulations; (3) exploration of
emerging smart-city technologies, including a guided visit to the Hidalgo
state's C5i control center; (4) technical onboa=
rding
to Minecraft: Education Edition; (5) community-specific data collection thr=
ough
interviews and observations; (6) collaborative design and digital construct=
ion
of an urban-redevelopment proposal; and (7) public exhibition and defense of
the proposal via video walkthroughs and pitch presentations.
Assessment
Instruments
Performance
Evaluation Criteria: Three institutional sub-competencies were identif=
ied:
SEG0404 (socially responsible solutions), SEG0503 (critical thinking), and SEG0702
(strategic IT use). The evidence comprised the Minecraft universe, a narrat=
ed
video tour, and a detailed presentation show.
Perception
Assessment: A four-item Likert scale questionnaire assessed
students' self-reported improvements in civic participation, critical think=
ing,
technological proficiency, and personal development.
Reflective Jour=
nals
and Focus Group Debriefing: These qualitative artifacts offered insight=
s into
emotional engagement, team dynamics, and perceived authenticity of the task=
.
Data Analysis
Descriptive statistics were employed to
summarize rubric scores, while open-ended survey responses and journals were
thematically categorized by iterative constant-comparison to triangulate
quantitative trends.
Ethical
Considerations
Informed consent was obtained; data were
anonymized, and the study adhered to institutional research-ethics protocol=
s.
THEORETICAL FRAMEWORK
Civic and Digit=
al-Citizenship
Competencies
The Reference Framework of Competences for
Democratic Culture defines civic competence as a composite of values,
attitudes, abilities, and knowledge that empower individuals to "funct=
ion
as active citizens" and "coexist harmoniously" (COE, 2025). =
In
digital environments, these competencies encompass responsible, critical, a=
nd
creative interaction with information technologies. Research on digital
citizenship education highlights the necessity of combining ethical technol=
ogy usage
with civic involvement to equip learners for smart-city environments.
Serious Games a=
nd
Experiential Learning
Serious games are game environments that are
intended for purposes other than entertainment, such as learning, professio=
nal
development, or social transformation. By providing a concrete virtual
experience, inviting reflection, and facilitating repeated experimentation,
they exemplify Kolb's (1984) experiential-learning cycle
(Pacheco-Velázquez et al., 2023). Szot's
(2024) framework for selecting games for civic engagement further emphasizes
the potential of video games to democratize urban-planning processes by
providing a "space to deliberate with for a variety of stakeholders.&q=
uot;
Minecraft for
Smart-City and Civic Education
Minecraft's block-based sandbox facilitates=
the
swift prototyping of intricate spatial concepts, promoting cooperation,
negotiation, and systems thinking. Latin American case studies demonstrate =
that
Minecraft enables learners to visualize urban disparities, evaluate design
interventions, and convey remedies to local authorities. Its significance is
enhanced when combined with empirical data, such as GIS layers or community
surveys, facilitating reciprocal learning between the physical and virtual
domains.
Challenge-Based=
Learning
in the TEC21 Model
TEC21 model organizes
learning around genuine challenges sourced from industry or community
collaborators. CBL has proved an enhancement in
student agency, self-efficacy, and multidisciplinary collaboration within
engineering and social science courses. Integrating Minecraft into a TEC21 assignment leverages its adaptable, learner-dir=
ected
environment while preserving a direct connection to community influence.
RESULTS
At the conclusion of the academic term duri=
ng
which Minecraft: Education Edition was utilized as a technical resource to
foster academic innovation; a thorough evaluation was conducted to assess i=
ts
impact and get insights into the students' perceptions. The primary objecti=
ve
of this effort was to cultivate transversal abilities, including civic
involvement, critical thinking, dialogic communication, and the application=
of
advanced technology. A diagnostic survey was conducted to assess the studen=
ts'
prior understanding of utilizing Minecraft in a non-recreational educational
context. The findings revealed that 33% of participants possessed prior
experience with the tool, whilst 67% lacked familiarity in this domain.
A rubric that concentrated on the subsequent
sub competencies was implemented in order to conduct an impartial assessmen=
t:
Socially
responsible solutions (SEG0404):
Critical thinki=
ng (SEG0503): Assesses the validity of their own and oth=
ers'
reasoning, recognizing and contradictions that enable them to form a
well-informed judgment in situations or issues.
Strategic IT Us=
e (SEG0702): Conducts an impartial assessment of a vari=
ety
of information technologies, identifying and executing pertinent alternativ=
es
to revolutionize professional practice.
The evaluation was conducted using the
university's official technological platform, with two deliverables serving=
as
the primary evidence: 1. A video that utilized Minecraft to digitally
reconstruct the intervened colony, providing a virtual tour. 2. A PowerPoint
presentation that incorporated all of the information collected throughout =
the
semester, including a community diagnostic, theoretical analysis, and urban=
design
proposal.
Quantitative
Learning Gains
All 28 students attained a proficient level=
in
creating a “Socially responsible solutions” sub-competence (
Graphic 1
Levels obtained=
by
the students for each of the sub-competencies evaluated
Source: Own elaboration with =
data
collected by the authors.
Perception of
Learning Experience
The survey results reflected the performance
data: 100% of respondents concurred that the project enhanced civic,
critical-thinking, and technological competencies; 95% believed that Minecr=
aft
enriched conceptual understanding; and 100% indicated they felt like
“better citizens” after completing the course.
Qualitative
Insights
Six recurring themes emerged from journals =
and
focus-group transcripts:
Empathy and
Perspective-Taking: Students reported heightened awareness of
accessibility barriers after simulating disabilities during the neighborhood
walk.
Systems Thinkin=
g: The block-by-b=
lock
construction process compelled teams to consider interdependencies (e.g.,
transport, green spaces, safety).
Collaborative
Negotiation: Building in real time required constant communicat=
ion
and compromise, mirroring participatory urban-planning processes.
Motivation thro=
ugh
Play: The intrinsic enjoyment of Minecraft sustained engagement in resear=
ch
and iteration phases.
Transfer to
Real-World Contexts: Several teams arranged meetings with local munici=
pal
staff, presenting their virtual models as informal policy suggestions.
Personal Growth=
: Students descr=
ibed
a shift from “passive observers” to “active
changemakers.”
Representative
student comments include: “My vision changed from the first moment, I =
now
recognize my community’s needs” and “I was pushed out of =
my
comfort zone, but in the best possible way.”
DISCUSSION
The objective of this study was to determine
whether an immersive, seven-phase Minecraft: Education Edition project that=
is
integrated into TEC21's challenge-based learnin=
g (CBL) framework could enhance the development of
civic-competency in undergraduates and enhance their understanding of
smart-city concepts. The mixed-methods evidence—unanimous self-report=
ed
civic growth, robust gains in critical reasoning and strategic IT use, and =
100%
solid performance in socially-responsible solutions—confirms that
serious-game experiences can catalyze holistic competency gains when they a=
re
tightly coupled with authentic community challenges. In the following secti=
on,
we contextualize these findings within the realm of contemporary scholarshi=
p,
identify theoretical and practical contributions, and propose potential fut=
ure
research orientations.
Positioning the
Findings within the Serious-Games Literature
Recent meta-analyses and systematic reviews
indicate the increasing significance of serious games in higher education
during the past two years. Brandl and
Schrader’s (2024) systematic analysis of 28 higher education
interventions suggests that game-based designs are most effective when matc=
hed
with institutional reform initiatives like “Education 4.0.” Our
findings reflect this trend: the intervention's congruence with TEC21's CBL philosophy is=
pivotal
to the elevated performance rates, indicating that the selection of platform
(Minecraft) and pedagogical framework (CBL) fun=
ction synergistically
rather than autonomously.
The diverse disciplinary scope of our cohort
aligns with García-Álvarez and Acevedo-B=
orrega’s
(2025) evaluation of 67 studies, which underscores Minecraft’s
applicability in STEM, design, and social sciences while indicating a lack =
of
Latin American university examples. The study provides actual data from a
Mexican campus, addressing a geographical need and enhancing the external
validity of previous school-level research.
Lastly, the robust rubric improvements in s=
trategic
IT use (SEG0702) are consistent with the valida=
tion
of a digital-competencies assessment by Mejías<=
/span>-Acosta
et al. (2024), which identifies "digital empathy" and "creat=
ion
of digital content" as essential graduate attributes. The scale is
provided construct-level support in a live CBL
context through the narrated walkthroughs and public exhibitions of student=
s,
which illustrate both dimensions in practice.
Toward
Participatory Smart-City Pedagogies
In addition to overall competency improveme=
nts,
the findings indicate that Minecraft serves as a participatory planning
simulator, a conclusion supported by two innovative research. De Sena et al. (2025) demonstrate how a Playful Particip=
atory
Planning System may transform in-game constructions into GIS layers for
municipal analysis. Although our experiment did not achieve bi-directional =
data
transmission, many student teams utilized their worlds as discussion points=
in
meetings with local officials, suggesting analogous translational
opportunities. In a complementary manner, the hybrid analog–Minecraft
game developed by Egusa, Kimura, and Tsuji (202=
5) for
urban greening highlights the significance of multimodal, collaborative des=
ign
cycles in understanding sustainability trade-offs. This study applies simil=
ar
reasoning to a higher education context, illustrating that undergraduate te=
ams
can navigate intricate constraints, accessibility, safety, green-space rati=
os,
within a controlled environment and subsequently express those agreements in
policy-focused terminology.
Limitations and
Quality-Assurance Considerations
The generalizability of these findings is
limited by a number of constraints. Initially, causal claims are not admiss=
ible
due to the absence of a control group; therefore, quasi-experimental replic=
ation
across TEC21 campuses is necessary. Subsequentl=
y,
performance was evaluated using a single institutional rubric. The measurem=
ent
robustness would be improved by incorporating externally validated instrume=
nts,
such as the 22-item digital-competence scale of Mej&ia=
cute;as-Acosta
et al. (2024).
Third, self-selection bias may have inflated perception scores;
longitudinal follow-ups could determine whether competency gains endure aft=
er
novelty subsides.
CONCLUSION
This study reveals that the integration of
Minecraft: Education Edition into a TEC21
challenge-based learning environment can significantly enhance the civic and
digital-citizenship competencies of undergraduate students, while also
enhancing their comprehension of smart-city principles. The project transfo=
rmed
abstract course outcomes into concrete, socially responsive artifacts by
guiding learners through a seven-phase sequence that includes community
diagnosis, empathic field immersion, iterative virtual prototyping, and pub=
lic
exhibition. Additionally, students reported a stronger inclination to engage
with local decision-makers, a keener sense of agency, and heightened empath=
y,
in addition to fulfilling the formal performance indicators of socially
responsible solution design, critical reasoning, and strategic technology u=
se.
The whimsical, consequence-laden environment of Minecraft can serve as a
catalyst for reflective citizenship, particularly when it is framed by
authentic community challenges and supported by structured reflection, as t=
hese
qualitative shifts suggest.
The collaboration between platform and peda=
gogy
was crucial. The open-world capabilities of Minecraft enabled teams to
visualize and evaluate interdependent urban systems in real time, while the=
TEC21 model provided the real-world implications that
maintained motivation and accountability. This alignment emphasizes a
fundamental principle for curriculum design: serious games provide optimal
educational benefits when integrated within institutional structures that
prioritize interdisciplinary collaboration, societal impact, and iterative
learning processes. This integration alleviates prevalent faculty apprehens=
ions
regarding rigor and evaluation, as the platform's outputs align seamlessly =
with
competency-based rubrics and may be evaluated with equivalent transparency =
to
conventional deliverables.
In addition to the immediate educational
benefits, the project provides a reproducible framework for expanding
participatory smart-city teaching across other campuses and disciplines. The
resource footprint, essential gear, a site license for Minecraft: Education
Edition, and faculty development workshops, remains modest compared to the
motivational and intellectual benefits. Furthermore, the students' initiati=
ve
in presenting their virtual recommendations to municipal personnel suggests=
a
promising opportunity for university-community collaborations: virtual
environments can serve as low-risk "policy sandboxes" for the
exploration of innovative concepts prior to actual execution. As cities
globally contend with swift urbanization and increasing equity disparities,
such platforms may democratize preliminary planning, allowing diverse
stakeholders, including students, who are frequently marginalized in
traditional urban design processes to contribute their perspectives.
It is true that the study's scope was restr=
icted:
it was conducted on a single campus, lacked a control group, and was partia=
lly
reliant on self-reported data. As a result, future research should implement
quasi-experimental or multi-institutional designs, incorporate
affective-analytics modules to capture in-game engagement patterns, and mon=
itor
longitudinal outcomes to ascertain whether the observed civic dispositions
persist beyond the course. However, the convergent evidence presented herein
establishes immersive, game-based learning as a viable, scalable strategy f=
or
the development of digitally fluent, socially responsible graduates who are
capable of co-designing wiser, more inclusive cities, rather than a novelty.
This serves to advance the emerging consensus that the grand challenges of =
twenty-first-century
urban life necessitate educational experiences that are as interconnected,
participatory, and adaptive as the smart cities our students aspire to
construct.
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en línea: 2789-3855, julio, 2025, Volumen VI, Número 3 p 3031.