Investigating the impact of an immersive digital game-based learning environment on pre-service English language teachers' TPACK-G perceptions and attitudes: A quasi-experimental mixed-method study

Abstract

This mixed-method study investigated the effects of an immersive digital game-based learning (GBL) intervention on pre-service English language teachers' pedagogical knowledge and attitudes toward using digital games in education. Sixty-three second-year pre-service teachers participated in a five-week intervention using Discovery Tour: Ancient Egypt, an open-world educational game developed by Ubisoft. Participants were assigned to either a guided play condition (structured lesson plan) or a free exploration condition (self-designed lesson plan). Quantitative data were collected through the Technological Pedagogical Content Knowledge for Games (TPACK-G) and the Utilizing Digital Games Attitude Scale (UDGAS), while qualitative insights were derived from open-ended reflections. Results revealed significant improvements in TPACK-G perceptions in three of four subdimensions (Game-Content Knowledge, Game-Pedagogical Knowledge, and Game-Pedagogical-Content Knowledge), with large effect sizes, indicating that engagement with gameplay was associated with improvements in participants' game-based pedagogical competence. Although overall attitudes toward digital games remained stable, participants showed small, non-significant trends toward less endorsement of negative perceptions of games (UDGAS2) and slightly more positive views of games as learning tools (UDGAS4). No significant differences were found between guided and free exploration groups; however, the absence of significant differences should not be interpreted as evidence of equivalence. Qualitative findings corroborated the quantitative results, highlighting perceived pedagogical benefits, motivation, creativity, and collaboration, alongside minor concerns about technological challenges and classroom distraction. Although the quasi-experimental design (intact classes, no control group) precludes causal inferences, the findings suggest that authentic gameplay experiences may foster pre-service teachers' professional growth and confidence in integrating educational digital games into future teaching practices.