Khelte Khelte Shikhi: A Proposed HCI Framework for Gamified Interactive Learning with Minecraft in Bangladeshi Education Systems

TL;DR

Bangladesh faces infrastructure and literacy gaps that limit game-based learning adoption. The authors propose a four-layer framework—Infrastructure, Content/Curriculum, Interaction/Pedagogy, and Institutional/Training—with three deployment tiers to match urban, semi-urban, and rural conditions, plus eight curriculum-aligned Bangla Minecraft worlds and a 48-hour teacher-training program. An HCI-centric design landscape with context-specific principles and a multi-faceted evaluation plan aims to pilot the approach in resource-constrained schools. The work is a synthesis of learning theory, HCI, and contextual analysis, providing implementable specifications for pilot trials, policy alignment, and scalability, albeit without yet empirical validation.

Abstract

Game-based learning shows real promise for engaging students in well-funded schools, but what about everyone else? We propose a practical framework for implementing Minecraft Education Edition in Bangladesh's 130,000 schools where 55 percent lack reliable internet, rural areas experience 12-16 hour daily power availability, only 8 percent of rural schools have computer access, and student-teacher ratios reach 52:1. Our approach tackles these constraints head-on with three deployment tiers: cloud-based multiplayer for urban schools with stable infrastructure (15 percent), local area network solutions with solar power for semi-urban contexts (30 percent), and offline turn-based modes using refurbished hardware for rural settings (55 percent). We provide eight pre-built curriculum-aligned worlds with complete Bangla localization covering topics from Lalbagh Fort reconstruction to monsoon flood simulation. The interface accommodates first-time users through progressive complexity, culturally familiar metaphors using local farming and architecture, and accessibility features including keyboard-only controls and 200 percent text scaling. Teacher training spans 48 hours across digital literacy, pedagogical integration, and content creation. We detail evaluation protocols with specific benchmarks: 15 percent learning gains, 70 percent transfer task mastery, System Usability Scale scores above 70, and sub-two-dollar cost per student-hour. This framework has not been empirically validated; it synthesizes game-based learning theory, HCI principles, and contextual analysis to provide implementable specifications for pilot testing in resource-constrained settings.

Figures (6)

• Figure 1: Urban-rural access disparity in Bangladeshi schools showing significant gaps in electricity reliability, internet access, and student-computer ratios. Data highlights infrastructure challenges that existing educational technology frameworks fail to address.
• Figure 2: Multi-layered framework architecture showing four interconnected layers with bidirectional dependencies. The infrastructure layer provides the technical foundation, content layer delivers culturally-grounded learning materials, interaction layer optimizes user experience, and institutional layer ensures sustainable adoption through policy integration and teacher capacity building.
• Figure 3: Example curriculum-aligned Minecraft worlds showing cultural and scientific learning environments: (a) Lalbagh Fort reconstruction with bilingual signboards for historical education, (b) Sundarbans ecosystem with mangrove forests and wildlife for environmental studies, (c) States of Matter Lab with interactive phase transition demonstrations, (d) Monsoon Flood Simulation modeling local river systems and mitigation strategies.
• Figure 4: Web Dashboard for teachers
• Figure 5: Illustrative classroom scenario for the Water-Cycle lesson: students explore phase changes and precipitation in a localized Minecraft world while the teacher orchestrates discussion.