Design Thinking for the Creation of Gamified STEAM+G Environments: A Strategy to Strengthen Scientific and Technological Competencies in Teacher Education
DOI:
https://doi.org/10.5281/zenodo.23182176Keywords:
STEAM, Gamification, Design Thinking, Gender Perspective, Scientific Competencies, Teacher Education.Abstract
This study aimed to design a gamified learning environment that integrates the STEAM approach with a gender perspective to strengthen scientific and technological competencies in preservice teachers. A mixedmethods approach was adopted, combining quantitative instruments—pre and posttests of scientific competencies—with qualitative techniques, including surveys, focus groups, and cocreation workshops, involving 25 students from Early Childhood Education and Psychopedagogy programs, as well as children from basic education. The design process followed the five phases of Design Thinking: empathize, define, ideate, prototype, and test. The resulting mockup incorporated a central narrative, STEAMthemed characters, sequential missions, and various gamification elements such as badges, rewards, and a progress dashboard. The findings showed improvements in scientific inquiry, explanation of phenomena, and application of knowledge, along with increased motivation, greater sensitivity toward gender equity, and a favorable disposition to implement the strategy in pedagogical practice. The study concludes that integrating gamification, STEAM, and a gender perspective, supported by Design Thinking, constitutes an effective methodological framework for enhancing scientific and technological competencies and promoting inclusive learning environments. Furthermore, the study contributes a governable DT–STEAM+G instructional model and outlines a research agenda oriented toward multicenter studies and mediation and moderation analyses to strengthen its replicability.
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