Design of heritage-based video games and its impact on future teachers'digital competences

Digital competence plays a central role in current teacher education, and students must have structured and equitable opportunities to learn how to creatively use digital technologies. This study investigates the impact of digital game design on heritage in the digital competences of students enrolled in the Bachelor's Degree in Primary School Education at the University of Granada. A mixed method was used to assess students' perceptions before and after the intervention using ad hoc questionnaires. A total of 103 students participated. The results showed an increase in the self- perception of their artistic (Mpre = 3.14, Mpost = 3.62) and technical (Mpre = 2.58, Mpost = 2.98) digital competences after the intervention, but not in academic digital competences. A relationship was also found between prior experience with video games and digital competence; students who played frequently had higher perceptions of their digital competences.