Biology Teacher Candidates’ Views on The Educational Game Design Process

The aim of this investigation is to explore the perspectives of prospective biology teachers on educational game design, lesson plan development, and the game design phase. The participants utilized the "Game Design Key Model" (GDKM) to create their games. This study employs a qualitative research approach, specifically a case study design. The sample comprises 14 prospective biology teachers enrolled in a faculty of education in the Marmara region during the academic year 2022-2023. Prior to game creation, participants received training on educational game design and planning. Subsequently, they were tasked with developing educational games and corresponding lesson plans in accordance with the GDKM framework. The researchers assessed the game designs using rubric. Semi-structured interviews were conducted to gather participants' perspectives on educational games, the GDKM game design model, and lesson planning, followed by content analysis. Through peer evaluation, prospective teachers identified "Biyopoly" as the most suitable game for GDKM, while experts favored "X-O". The interviews revealed participants' positive attitudes towards incorporating educational games into biology education. Participants expressed enjoyment in the educational game design process and demonstrated the ability to develop games aligned with biology topics and learning objectives.