Gamified digital tools and the perceived learning experience in distance preservice teacher education

Abstract

This study offers a significant contribution to the state of the art in educational research by examining the impact of a gamified digital intervention within university teacher education, specifically targeting pre-service teachers enrolled in distance-learning programs. Beyond its pedagogical focus, the study distinguishes itself through the integration of a robust psychometric instrument and a comprehensive statistical framework. The primary objective was to assess students’ perceptions of pedagogical value, engagement, motivation, and digital autonomy in response to the use of gamified tools. A pre-post-intervention design was implemented with a substantial sample of 455 participants, who engaged in interactive activities using platforms such as Genially, Educaplay, and Wayground. Methodologically, the study employed advanced validation techniques for the questionnaire, including Structural Equation Modeling with both Exploratory and Confirmatory Factor Analysis, ensuring construct validity and reliability. Additionally, non-parametric statistical procedures were applied, accompanied by effect size estimation to strengthen interpretability. The inclusion of a thematic qualitative analysis of open-ended responses further enriched the findings, offering nuanced insights into students’ experiences. Taken together, this multifaceted approach underscores the study’s methodological rigor and its relevance as a model for future research in technology-enhanced teacher education. Findings showed significant improvements across all dimensions, with the largest dimension-level effect observed for formative assessment, feedback, and autonomy. Qualitative feedback underscored the participatory and meaningful nature of the experience, pointing to higher involvement and perceived relevance. These results highlight the innovative potential of gamified digital tools to enrich pre-service teacher training, fostering both professional competencies and digital autonomy in future educators.