Teaching Skills Involved in the Design of Immersive Digital Games from Literary Texts and Animated Films

M. Esther Del Moral Pérez; Nerea López-Bouzas; Jonathan Castañeda Fernández; María del Rosario Neira-Piñeiro; Begoña Camblor Pandiella

doi:10.6018/red.637521

Authors

M. Esther Del Moral Pérez Universidad de Oviedo https://orcid.org/0000-0002-9143-5960
Nerea López-Bouzas Universidad de Oviedo https://orcid.org/0000-0003-0753-0672
Jonathan Castañeda Fernández Universidad de Oviedo https://orcid.org/0000-0003-4934-2979
María del Rosario Neira-Piñeiro Universidad de Oviedo https://orcid.org/0000-0003-2355-4682
Begoña Camblor Pandiella Universidad de Oviedo https://orcid.org/0000-0002-4786-3044

DOI: https://doi.org/10.6018/red.637521

Keywords: Hard skills, Soft skills, Digital game, Augmented Reality, Teacher Training

Abstract

The creation of Immersive Digital Educational Games (IDEG) with augmented reality, based on literary texts or animation films, involves integrating narratives with mechanics, dynamics, and aesthetics to engage students. This research aims to: 1) assess skills in collaboratively designing IDEG for early childhood education; 2) determine if narrative type affects skill development in IDEG; 3) analyze interaction effects among design skills. Implemented in the Early Childhood Education Teacher Degree (N=203) using the Gamifying Digital Storytelling with Augmented Reality model, the study used the TEaching Skills for GAmification scale to measure didactic, digital, creative, socio-collaborative, and gamification skills. Results show high levels in gamification, didactic, digital, socio-collaborative, and creative skills, with strong correlations among them. This confirms the potential of collaborative game design for teacher training.

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