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Abstract
On the 15th anniversary of Minecraft's release (2009), this systematic review of 106 articles has been conducted to outline the scientific production of the past decade regarding the use of Minecraft in education. Among the most notable findings is the relationship between the most frequently employed game mechanics and the most recurrent educational objectives, determining that construction and programming/problem-solving are the primary mechanics utilized in educational interventions, while the analysis of Minecraft as a tool and its influence on cognitive development constitute the most extensively studied research objectives. Some of the main identified limitations highlight the need to analyse in-game activities through standardized methodological frameworks to enhance comparability with other studies, thereby facilitating the association between game mechanics and learning processes. Finally, further exploration of underdeveloped research areas is encouraged to expand the understanding of Minecraft's impact across diverse educational settings.
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