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A popular game-based learning resource for science and technology instruction is Minecraft Education. It provides an organised, visual, and predictable digital environment for students with autism that can help them focus and control their emotions during class (CAST, 2018; National Autistic Society, 2020). This article describes a Minecraft Education in which students create an environmentally friendly house. The activity improves creativity, problem-solving, teamwork, and communication while teaching sustainability concepts in tangible, visual ways (Slattery et al., 2023).

Because its rules are consistent—actions have a clear cause-and-effect, building blocks behave in predictable ways, and the game's "physics" are simple to understand—Minecraft is a good fit for students with autism. This predictability lessens anxiety from unforeseen sensory events and assists teachers in breaking tasks down into manageable, repeatable steps. Additionally, the strategy supports Universal Design for Learning (UDL). In-game signs, Book & Quill instructions, and non-player characters (NPCs) that provide detailed instructions are just a few examples of how teachers can incorporate visual aids and routines right into the environment. According to related research in autism education, children and young people can practice social communication in game environments that are supportive (Cadieux & Keenan, 2020; Walsh et al., 2024).

The lesson is kept cohesive by following a straightforward design-thinking arc: define, ideate, prototype, test, and empathise. Introduce the topic of household necessities in a warm climate with a brief, visually supported discussion. These include managing sensory factors like noise or extremely bright colours, staying cool, getting enough daylight, and cleaning with ease (CAST, 2018). After that, assist students in defining two or three prerequisites and documenting them in the game (for example, "A cool house with good daylight and rainwater collection"). Students sketch or identify potential features, such as tall roofs, cross-breeze windows, shady balconies, or a tiny kitchen garden, while brainstorming. Limit the number of blocks and plot size to keep the prototype stage focused. To encourage cooperation and clear turn-taking, assign roles such as "architect," "builder," and "green planner."

Features that are environmentally friendly fit in nicely with Minecraft's visual style. With windows on opposite walls to allow for cross-breezes and a high opening that functions as a "heat chimney," natural ventilation can be demonstrated. Skylights and glass panes that lessen dependency on artificial light are examples of daylighting principles in action. Thicker walls, leafy pergolas, and overhanging roofs are examples of shading and insulation. A herb patch, a compost "bin," and a tiny pond or cauldron that represents rainwater collection are examples of water and greenery. A banner "solar panel" on the roof introduces clean-energy concepts and encourages conversation, even if it is merely symbolic. The sustainability themes frequently found in school-based Minecraft projects are reflected in these components (Slattery et al., 2023).

Safety and ethics are crucial for autism students. To avoid unwelcome disruptions, use Classroom Mode or restricted join codes. To preserve privacy, do not include personal identifiers when sharing student work. Minecraft is a teaching tool, not a therapy, so if a student has clinical needs, refer them to the proper professionals. Make accommodations for sensory comfort by providing headphones if noise is a problem, a quiet area, and brief breaks. For predictable transitions, keep sessions time-boxed with distinct start-and-stop cues.