Tailoring Gamification in a Science Course to Enhance Intrinsic Motivation in Preservice Primary Teachers

Abstract

This study examines the intrinsic motivation of preservice primary teachers in a science education course designed with player-type personalization in gamification strategies. Using a mixed-methods approach, a one-group post-test-only design was combined with qualitative analysis. Game elements were personalized based on the HEXAD user typologies, aligning with Self-Determination Theory to support autonomy, competence, and relatedness. Quantitative data from the Intrinsic Motivation Inventory revealed high median scores across these psychological needs, suggesting that customization fostered deeper engagement. Key elements included cooperative challenges, branching narratives, and flexible participation pathways. Qualitative findings reinforced these results, highlighting students’ increased sense of agency, social connection, and investment in learning. The structured integration of narrative played a crucial role in contextualizing academic tasks, transforming the learning process into an immersive experience. Overall, the findings indicate that well-designed, personalized gamification strategies effectively bolster preservice teachers’ intrinsic motivation in this science education course. By demonstrating how player-type personalization optimizes motivation in gamified teacher education, this study contributes to the growing body of research on tailored gamification.