This study explores the efficacy of integrating educational breakout games and classroom quiz into teacher training practices, focusing specifically on pre-service teachers enrolled in primary education programs in two distinct cultural contexts: Spain and Italy. Pre-service teachers represent a unique demographic, as they are future educators who will apply these pedagogical techniques in diverse classroom environments. By involving this cohort in gamified activities, the study aims to assess the impact of these immersive learning approaches on their motivation and perceptions regarding the use of gamified resources in their future teaching careers. The findings suggest that educational breakouts and interactive quizzes positively influence certain aspects of learning. In Italy, significant changes in perceptions were observed, with educational breakouts being seen as particularly motivating and useful for content review, while interactive quizzes were considered more motivating and suitable for university-level instruction. In contrast, no significant changes were detected in the Spanish cohort. These results raise the question of whether the differences observed in the Italian students' pre- and post-test responses are related to their experience designing edu-breakout games, as the level of exposure to gamified strategies as participants was similar in both the Spanish and Italian groups.
The growing number of older adults and the advancing digitalisation make their digital inclusion a crucial social issue. This study aims to identify the attitudes and opinions of experienced and future trainers of seniors regarding the conditions that increase the effectiveness of digital and media competence development in the context of teaching principles. The study involved 69 participants in an e-learning course as part of the REMEDIS project. Respondents were asked to formulate 10 of their own teaching principles to support the digital integration of this demographic group. Open coding in MAXQDA revealed three categories: methods, approach, and content. The results indicate that personalisation of the teaching process, a practical approach and emotional support play a key role.
Today, environmental issues can no longer be ignored. However, despite people expressing concern about the crisis of the planet, the implementation of pro-environmental behavior (PEB) remains insufficient. This study proposes a case study about an innovative teaching model for environmental education at school, focusing on interactive activities and the use of two serious games for the promotion of PEBs. The Sustainability Lab involved 121 students of primary school and comprised eight different modules. The results obtained show an improvement in knowledge and awareness in relation to environmental behavior following the workshop, demonstrating the effectiveness of new interactive and gamified teaching methods for environmental education.
