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2026-02-01

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cc-by (c) Jiménez Valverde, Gregorio et al., 2026
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/226558

Potions & Dragons: Player-Informed Web-Based Gamification for Science Attitudinal Change in Initial Teacher Education

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https://doi.org/10.3390/computers15020078

Abstract

This exploratory mixed-methods study examined whether a narrative-driven digital gamification platform, FantasyClass, grounded in the MDA (Mechanics–Dynamics–Aesthetics) framework and Bartle’s player typology (used as a cohort-level design input), was associated with science attitudinal change in preservice primary teachers. The quantitative component employed a one-group pretest–posttest (pre-experimental) within-participant design using a validated 22-item attitudes questionnaire (N = 23), structured across three temporal dimensions: past (retrospective experiences), present (current perceptions), and future (teaching expectations). Significant improvements were observed across all attitudinal dimensions with large effect sizes, most notably in students’ future expectations and confidence to teach science. Exploratory correlation analyses indicated that participants’ perceived motivational value of narrative and immersion elements was moderately associated with Future-dimension attitudinal gains. Qualitative thematic analysis of open-ended responses (n = 15) revealed enhanced motivation, reduced science anxiety, more positive perceptions of physics and chemistry, and strong intentions to adopt game-based and gamified strategies in future teaching practice. Convergence across quantitative and qualitative strands suggests that structurally coherent, player-type-informed narrative gamification may be associated with attitudinal transformation and early professional identity development in STEM teacher education, while recognizing that the design does not permit causal attribution.

Subject

Ludificació, Ensenyament científic, Formació del professorat, Investigació amb mètodes mixtos

Subject (English)

Gamification, Science education, Teacher training, Mixed methods research

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Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)

Citation

JIMÉNEZ VALVERDE, Gregorio, FABRÉ MITJANS, Noëlle and GUIMERÀ BALLESTA, Gerard. Potions & Dragons: Player-Informed Web-Based Gamification for Science Attitudinal Change in Initial Teacher Education. Computers. 2026. Vol. 15, num. 2, pags. 78. [consulted: 19 of August of 2026]. Available at: https://hdl.handle.net/2445/226558

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