Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education
Source abstract
Abstract
Integrating technology-enhanced gamification into teacher education can significantly foster motivation and reshape perceptions toward science learning. This mixed-methods case study explores how a 14-week course for preservice early childhood teachers, supported by the digital gamification platform FantasyClass and enriched with a cohesive narrative structure, impacted students’ motivation and attitudes towards science. The course featured structural gamification elements—such as experience points, digital collectibles, and team-based challenges—combined with immersive storytelling that contextualized scientific tasks within a fantasy adventure. Quantitative data from pre- and post-intervention surveys revealed statistically significant improvements in attitudes toward science and perceived teaching competence. Thematic analysis of qualitative feedback highlighted enhanced engagement, enjoyment, and relevance of science learning. These findings suggest that intelligent integration of gamified technologies and narrative design in science teacher initial training can address motivational barriers and foster positive emotional engagement. While context-specific, this study offers insights into how digital gamified learning environments can support the development of positive attitudes towards science among future early childhood educators.
Source: crossref · Quality: baseline
Research context
OpenAlex topics: Educational Games and Gamification · Child Development and Digital Technology · Youth Development and Social Support
SciVX discovery tags are terminology-based. OpenAlex topics are source-provided classifications.
Affiliations
EduCiTS Innovation and EMA Research Groups, IRE-Faculty of Education, Universitat de Barcelona, 08035 Barcelona, Spain
Funding
Universitat de Barcelona
References (79)
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