Pre-service Teachers' Preferences and Experiences Regarding Mind and Intelligence Games

This study aims to examine pre-service teachers’ preferences for and experiences with mind and intelligence games. The study employed a phenomenological research design and included 19 pre-service teachers studying at a faculty of education. Data were collected through semi-structured interviews and analyzed using content analysis. The findings indicate that participants preferred games based on motivation, higher-order thinking, and contextual factors. The games were found to enhance problem-solving, strategic thinking, and planning skills cognitively; promote enjoyment, self-confidence, excitement, happiness, and relaxation affectively; and foster interaction, collaboration, empathy, and a sense of competition socially. Although participants reported certain cognitive and social challenges during gameplay, they emphasized that the use of these games as instructional tools increased motivation and contributed positively to learning processes. Overall, the study demonstrates that mind and intelligence games support both cognitive and affective development and can serve as effective tools in teaching and learning contexts.