Narrative-driven digital gamification for motivation and presence: preservice teachers' experiences in a Science education course

Abstract

This mixed-methods study investigated how a personalized, narrative-integrated digital gamification framework (with FantasyClass) was associated with motivation and presence among preservice elementary teachers in a science education course. The intervention combined HEXAD-informed personalization (aligning game elements with player types) with a branching storyworld, teacher-directed AI-generated narrative emails, and multimodal cues (visuals, music, scent) to scaffold presence alongside autonomy, competence, and relatedness. Thirty-four students participated in a one-group posttest design, completing an adapted 21-item PENS questionnaire and responding to two open-ended prompts. Results, which are exploratory and not intended for broad generalization or causal inference, indicated high self-reported competence and autonomy, positive but more variable relatedness, and strong presence/immersion. Subscale correlations showed that Competence covaried with Autonomy and Relatedness, while Presence/Immersion was positively associated with all other subscales, suggesting that presence may act as a motivational conduit. Thematic analysis portrayed students as active decision-makers within the narrative, linking consequential choices, visible progress, and team-based goals to agency, effectiveness, and social connection. Additional themes included coherence and organization, fun and enjoyment, novelty, extrinsic incentives, and perceived professional transferability. Overall, findings suggest that narrative presence, when coupled with player-aligned game elements, can foster engagement and motivation in STEM-oriented teacher education.