<![CDATA[Game-based learning (GBL) and gamification are increasingly used in education, yet pre-service teachers often struggle to distinguish between the two approaches and understand how each are applied in learning. This exploratory study examined changes in pre-service biology teachers’ perceptions of GBL and gamification following a practical simulation. Seven pre-service biology teachers participated in simulations focused on sex-linked inheritance genetics and biological terminology. Data were collected before and after the simulation using a mixed-method approach to identify changes in participants’ perceptions of the two approaches. The findings demonstrated a shift in participants’ perceptions after experiencing the simulations, particularly in their understanding of the differences between GBL and gamification and how each approach can be implemented in biology learning. The study concludes that direct simulation can help pre-service biology teachers distinguish between GBL and gamification and develop a more practical understanding of their application. Given the small, context-specific sample, these findings remain exploratory. Future studies should examine these perceptions in larger and more diverse groups of pre-service teachers.]]>
Copyrights © 2026
