Exploring the Impact of Digital Game Design Instruction on Candidate Science Teachers’ Perceptions of Digital Games in Science Education

This study aims to explore the integration of the digital game strategy into teaching by providing candidate science teachers with training in game design and examining how this process influences their related perspectives. It was conducted within a qualitative research framework, the participants were selected using criterion-based approach and the RPG Maker program that does not require coding skills was utilized. The game design training spanned six weeks, encompassing program introduction and hands-on activities. Data collection tools included a digital game-based learning questionnaire, case scenario forms, and a 5E model lesson plan form. The collected data were analyzed using content analysis, and findings were presented in tabular format. The findings revealed that some candidate science teachers initially held negative views on using digital games in teaching; however, their attitudes shifted positively following the training process. Moreover, a significant portion of participants who had no specific opinion on the use of digital games prior to the training developed positive perspectives afterward. This shift was primarily attributed to the recognition that digital game-based teaching could foster a student centered learning environment and encourage more active participation from both teachers and students. During the training, digital games were rarely utilized in the engagement, exploration, and explanation phases. Nonetheless, following the training, participants demonstrated increased preferences for incorporating digital games in these phases. The study concluded that the digital game design training positively influenced candidate science teachers’ perceptions of digital game usage in science education and effectively challenged some of their initial biases.