Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education

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...

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Autores: Fabré Mitjans, Noëlle, Jiménez Valverde, Gregorio, Guimerà Ballesta, Gerard, Calafell, Genina
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/221238
Acceso en línea:https://hdl.handle.net/2445/221238
Access Level:acceso abierto
Palabra clave:Motivació en l'educació
Tecnologia educativa
Ludificació
Formació del professorat
Educació infantil
Motivation in education
Educational technology
Gamification
Teacher training
Preschool education
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spelling Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher EducationFabré Mitjans, NoëlleJiménez Valverde, GregorioGuimerà Ballesta, GerardCalafell, GeninaMotivació en l'educacióTecnologia educativaLudificacióFormació del professoratEducació infantilMotivation in educationEducational technologyGamificationTeacher trainingPreschool educationIntegrating 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.MDPI2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/221238Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.3390/app15115961Applied Sciences, 2025, vol. 15, num.11, 5961https://doi.org/10.3390/app15115961cc-by (c) Fabre-Mitjans, N. et al., 2025http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/2212382026-05-27T06:46:51Z
dc.title.none.fl_str_mv Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education
title Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education
spellingShingle Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education
Fabré Mitjans, Noëlle
Motivació en l'educació
Tecnologia educativa
Ludificació
Formació del professorat
Educació infantil
Motivation in education
Educational technology
Gamification
Teacher training
Preschool education
title_short Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education
title_full Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education
title_fullStr Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education
title_full_unstemmed Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education
title_sort Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education
dc.creator.none.fl_str_mv Fabré Mitjans, Noëlle
Jiménez Valverde, Gregorio
Guimerà Ballesta, Gerard
Calafell, Genina
author Fabré Mitjans, Noëlle
author_facet Fabré Mitjans, Noëlle
Jiménez Valverde, Gregorio
Guimerà Ballesta, Gerard
Calafell, Genina
author_role author
author2 Jiménez Valverde, Gregorio
Guimerà Ballesta, Gerard
Calafell, Genina
author2_role author
author
author
dc.subject.none.fl_str_mv Motivació en l'educació
Tecnologia educativa
Ludificació
Formació del professorat
Educació infantil
Motivation in education
Educational technology
Gamification
Teacher training
Preschool education
topic Motivació en l'educació
Tecnologia educativa
Ludificació
Formació del professorat
Educació infantil
Motivation in education
Educational technology
Gamification
Teacher training
Preschool education
description 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.
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/221238
url https://hdl.handle.net/2445/221238
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3390/app15115961
Applied Sciences, 2025, vol. 15, num.11, 5961
https://doi.org/10.3390/app15115961
dc.rights.none.fl_str_mv cc-by (c) Fabre-Mitjans, N. et al., 2025
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Fabre-Mitjans, N. et al., 2025
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,81155

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