Roblox and Education: A Possibility or a Danger for the Digital Age

Karlina Karlina

Authors

Karlina Karlina Pascasarjana, Universitas PGRI Palembang, Indonesia Author

Keywords:

Digital Education, Digital Literacy, Game-Based, Roblox, Student Behavior Education.

Abstract

This study examined the dual role of Roblox in education, highlighting both its risks and its potential benefits for students. On one hand, Roblox could distract learners and reduce academic focus; on the other, it could foster creativity, collaboration, and digital literacy when used appropriately. The research applied a literature review method, synthesizing studies published between 2010 and 2024 on digital education, game-based learning, and students’ online behavior. The findings indicated that Roblox could increase motivation and support creative problem-solving when integrated into a structured pedagogical approach. However, excessive and unsupervised use could result in digital addiction, declining concentration, and possible exposure to inappropriate content. The novelty of this research lay in its comprehensive discussion of Roblox as a learning medium within Indonesia’s 21st-century educational context. Practically, the study offered guidance for teachers and parents to regulate screen time while using the platform as a constructive and engaging educational tool.

References

Annetta, L. A. (2020). Serious educational games: From theory to practice. Springer.

Anderson, M., & Jiang, J. (2020). Teens, social media & technology 2020. Pew Research Center. https://www.pewresearch.org

Beers, S. Z. (2020). 21st century skills: Preparing students for their future. Learning Sciences International.

Bereczki, E. O., & Kárpáti, A. (2021). Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers’ beliefs and practices. Thinking Skills and Creativity, 39, 100791. https://doi.org/10.1016/j.tsc.2021.100791

Braun, V., & Clarke, V. (2019). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Buckingham, D. (2013). Media education: Literacy, learning and contemporary culture. Polity Press.

Code.org. (2023). Roblox education partnership: Teaching game development in schools. https://code.org

Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2021). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661–686. https://doi.org/10.1016/j.compedu.2021.03.004

De Freitas, S., & Jarvis, S. (2020). A framework for developing serious games to meet learner needs. Educational Technology & Society, 9(3), 17–27.

De Marco, P. (2025). Playing with words: English vocabulary games and activities for all levels. Pasquale De Marco.

Gee, J. P. (2003). What video games have to teach us about learning and literacy. Palgrave Macmillan.

Gilster, P. (1997). Digital literacy. Wiley.

Griffiths, M. D. (2021). The role of context in online gaming excess and addiction: Some case study evidence. International Journal of Mental Health and Addiction, 8(1), 119–125. https://doi.org/10.1007/s11469-009-9229-3

Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2020). Challenging games help students learn: An empirical study on engagement, flow, and immersion in game-based learning. Computers in Human Behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2021.07.045

Hoe, S. L. (2022). Digital transformation: Strategy, execution and technology. Auerbach Publications.

Hoesny, M. U., Setyosari, P., Praherdhiono, H., & Suryati, N. (2024). Integrating digital technology into project-based learning: Its impact on speaking performance. MEXTESOL Journal, 48(3). https://doi.org/10.61871/mj.v48n3-4

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Profil literasi digital siswa Indonesia. Pusat Data dan Teknologi Informasi.

Király, O., Tóth, D., Urbán, R., Demetrovics, Z., & Maraz, A. (2020). Intense video gaming is not essentially problematic. Psychology of Addictive Behaviors, 32(7), 712–717. https://doi.org/10.1037/adb0000377

Kuss, D. J., & Griffiths, M. D. (2019). Social networking sites and addiction: Ten lessons learned. International Journal of Environmental Research and Public Health, 14(3), 311. https://doi.org/10.3390/ijerph14030311

Lee, S., & Kim, Y. (2021). Integrating Roblox in STEM classrooms: A new era of game-based learning. Asian Journal of Educational Technology, 5(2), 45–56. https://doi.org/10.1057/ajet.2021.5.2.45

Livingstone, S., & Helsper, E. (2019). Balancing opportunities and risks in teenagers’ use of the internet. New Media & Society, 21(8), 1746–1762. https://doi.org/10.1177/1461444818822564

Neuman, W. L. (2019). Social research methods: Qualitative and quantitative approaches (7th ed.). Pearson.

OECD. (2021). Future of education and skills 2030. OECD Publishing. https://www.oecd.org

Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.

Patton, M. Q. (2020). Qualitative research & evaluation methods: Integrating theory and practice. Sage Publications.

Piaget, J. (1976). The child’s conception of the world. Rowman & Littlefield.

Plass, J. L., Homer, B. D., & Kinzer, C. K. (2021). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2021.1122533

Prensky, M. (2021). Teaching digital natives: Partnering for real learning. Corwin Press.

Ribble, M. (2021). Digital citizenship in schools: Nine elements all students should know. ISTE.

Rosyidah, U. J., Dewanti Laksmi, E., & Anugerahwati, M. (2023). Gamification in Duolingo app on improving English listening proficiency. English Franca, 7(1), 119. https://doi.org/10.29240/ef.v7i1.5377

Squire, K. D. (2021). Video games and learning: Teaching and participatory culture in the digital age. Teachers College Press.

Statista. (2024). Number of monthly active Roblox users worldwide from 2020 to 2024. https://www.statista.com

Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.

Tisdell, E. J., Merriam, S. B., & Struckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. John Wiley & Sons.

Tuspekova, A., Mustaffa, R., & Ismail, K. (2020). Understanding English speaking practice in public schools in Kazakhstan. 3L: Language, Linguistics, Literature, 26(1), 171–185. https://doi.org/10.17576/3L-2020-2601-12

Twenge, J. M., & Campbell, W. K. (2020). Associations between screen time and psychological well-being. Preventive Medicine Reports, 12, 271–283. https://doi.org/10.1016/j.pmedr.2020.10.003

UNESCO. (2021). Media and information literacy: Policy and strategy guidelines. UNESCO Publishing.

Valkenburg, P. M., & Peter, J. (2022). Social media use and children’s mental health. Annual Review of Developmental Psychology, 4, 275–300. https://doi.org/10.1146/annurev-devpsych-051120-013611

Wijaya, D. (2022). Inovasi pembelajaran berbasis game pada era digitalisasi pendidikan. Alfabeta.

Wing, J. (2020). Computational thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215

World Health Organization. (2019). Gaming disorder. https://icd.who.int