Evaluation of the Serious Game ABCCI: Usability and Gamification in Teacher Training for Science Education and Environmental Sustainability

The serious game ABCCI (Aprendizaje Basado en la Creatividad Cient & iacute;fica, or Learning Based on Scientific Creativity) was developed to integrate inquiry-based learning and environmental sustainability into teacher training, aiming to enhance scientific competencies in primary education. This study evaluates its usability and educational effectiveness based on the experiences of pre-service teachers from diverse sociocultural contexts. A qualitative approach with an instrumental case study design was employed, involving 38 students from two public universities in Peru (Arequipa and Apur & iacute;mac). Data collection included the System Usability Scale (SUS) questionnaire and semi-structured interviews, analyzed through content analysis. The results indicate that ABCCI received a moderate usability rating according to the SUS, suggesting room for improvement in design and accessibility. However, participants positively assessed its gamification elements, particularly rewards and immediate feedback, for their role in enhancing motivation and learning. The game also demonstrated potential to foster competencies in scientific inquiry and sustainability, reinforcing its educational value. Despite these strengths, key areas for improvement were identified, including greater role customization, expanded activities promoting sustainable actions, and more immersive scenarios to enhance engagement. ABCCI emerges as an innovative educational tool with significant potential for environmental education in teacher training, particularly in diverse sociocultural contexts. These findings underscore the importance of integrating educational technologies into teacher preparation programs to strengthen scientific competencies and promote sustainability awareness. Further refinements in game design and pedagogical strategies could maximize its impact, making it a valuable resource for enhancing science education and environmental consciousness in future educators.