Tailoring Gamification in a Science Course to Enhance Intrinsic Motivation in Preservice Primary Teachers
Bibliographic Data
| ID | 22042140 |
|---|---|
| Authors | Gregorio Jiménez Valverde (0000-0001-5662-5243, Universitat de Barcelona, corresponding author), Noëlle Fabre-Mitjans (Universitat de Barcelona), Carlos Heras-Paniagua (Universitat de Barcelona), Gerard Guimerà-Ballesta (0000-0002-4019-0481, Universitat de Barcelona) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Pages | 300 |
| Publication date | 2025-02-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15030300 |
| OpenAlex | W4407991949 |
| Language | EN |
| Citations received | 1 |
| References cited | 61 |
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
Goal theory · Higher education · Intrinsic motivation · Mathematics education · Pedagogy · Self-determination theory · Educational Games and Gamification · Engineering · Mobile Learning in Education · Psychology · Social Psychology · Teaching and Learning Programming
Content Analysis
Glued to Games
Understanding the implementation of personalized learning
How gamification motivates
Towards understanding the effects of individual gamification elements on intrinsic motivation and performance
Need Satisfaction Supportive Game Features as Motivational Determinants
Designing and integrating purposeful learning in game play
Research on Interest in Science
Assessing the effects of gamification in the classroom
The Role of Narrative in Communicating Science
Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification
The rise of motivational information systems
Weekly self-efficacy and work stress during the teaching practicum
Does gamification satisfy needs? A study on the relationship between gamification features and intrinsic need satisfaction
Gamified learning in higher education
Gamification in theory and action
The impact of gamification on learning and instruction
Intrinsic Motivation and Self-Determination in Human Behavior
Innovating Higher Education via Game-Based Learning on Misconceptions
Gamifying Teacher Education with FantasyClass
Tailored gamification
Can gamification help to improve education? Findings from a longitudinal study
Approaches and game elements used to tailor digital gamification for learning
Narrating science
Immersed in Virtual Worlds and Minds
Facilitating Internalization
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Relation of reward contingency and interpersonal context to intrinsic motivation
Developing fundamental principles for teacher education programs and practices
The "What" and "Why" of Goal Pursuits
Control and information in the intrapersonal sphere
A Content Analysis and Meta-Analysis on the Effects of Classcraft on Gamification Learning Experiences in terms of Learning Achievement and Motivation
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |