Noëlle Fabre-Mitjans
Biographic Data
| ID | 9973908 |
|---|---|
| NAME | Noëlle Fabre-Mitjans |
| GIVEN NAMES | Noëlle |
| FAMILY NAME | Fabre-Mitjans |
| SIGNATURE | FABRE-MITJANS N |
| AFFILIATIONS | Universitat de Barcelona |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Motivational Scaffolding Through Digital Gamification in Early Childhood Science Teacher Education
Digital gamification may function as motivational scaffolding within situated course designs when it helps learners perceive progress, participate actively, and connect course activities with meaningful professional goals. This article examines how motivational scaffolds were designed and refined through digital gamification in a fourth-year science course in early childhood teacher education. Using a two-cycle design-based research approach, the…
Tailoring Gamification in a Science Course to Enhance Intrinsic Motivation in Preservice Primary Teachers
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. Quantitati…
Gamifying Teacher Education with FantasyClass
This study investigates the impact of structural gamification, using the digital platform FantasyClass, on the attitudes and motivation of preservice primary education teachers towards physics and chemistry. Employing a mixed-methods approach, the research combined quantitative and qualitative data collection and analysis involving 65 second-year university students over a 14-week course. The quantitative component was framed within a quasi-exper…
No prominent works on this page.
Gamifying Teacher Education with FantasyClass
This study investigates the impact of structural gamification, using the digital platform FantasyClass, on the attitudes and motivation of preservice primary education teachers towards physics and chemistry. Employing a mixed-methods approach, the research combined quantitative and qualitative data collection and analysis involving 65 second-year university students over a 14-week course. The quantitative component was framed within a quasi-exper…
Tailoring Gamification in a Science Course to Enhance Intrinsic Motivation in Preservice Primary Teachers
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. Quantitati…
Motivational Scaffolding Through Digital Gamification in Early Childhood Science Teacher Education
Digital gamification may function as motivational scaffolding within situated course designs when it helps learners perceive progress, participate actively, and connect course activities with meaningful professional goals. This article examines how motivational scaffolds were designed and refined through digital gamification in a fourth-year science course in early childhood teacher education. Using a two-cycle design-based research approach, the…
Educational Games and Gamification (3 works) · Intrinsic motivation (2 works) · Mathematics education (2 works) · Motivation and Self-Concept in Sports (2 works) · Psychology (2 works) · Qualitative research (2 works) · Science education (2 works) · Chemistry (1 work) · Computer Science (1 work) · Early childhood (1 work)