Gamified approaches to computational thinking in teacher training

This study explores the integration of computational thinking (CT) and gamification in teacher training. In the digital age, technology plays an essential role in all fields, including education. CT is already a fundamental skill in compulsory education, which implies a critical evolution in the contemporary educational landscape. Gamification has emerged as a powerful tool in education, revolutionising traditional teaching methods. By integrating game elements into the learning environment, gamification can increase student engagement and motivation, which are essential for effective learning. The study focused on the integration of gamification for CT promotion and training with 99 prospective teachers, using two types of gamification: shallow and deep gamification. Shallow gamification focuses on external components such as points, levels and badges, while deep gamification incorporates elements beyond the points that are considered meaningful to participants, such as personalised avatars, narratives, unexpected events and alternative activities. Results indicated improvements in self-perceived CT skills, particularly with deep gamification, but a decrease in the problem-solving dimension. In addition, higher motivation was observed in the shallow gamification group. These results have significant implications for teacher education. Overall, the integration of gamification into CT instruction represents a promising strategy for improving the training of future teachers in an increasingly digitised world. However, the implementation of gamification must be carefully considered to ensure that all CT skills are developed effectively. Ultimately, more research is needed to unravel the underlying causes of the results obtained and to explore the application of CT and gamification in various educational settings and levels.