Assessment of Learning Through Educational Video Games in Preservice Teacher Education

In today’s educational context, Game-Based Learning (GBL) has emerged as a promising methodology for promoting active learning in an engaging and motivating way. This study aims to analyze the impact of a video game-based intervention on the development of students’ cognitive skills, focusing on the levels of Bloom’s taxonomy, as well as to explore students’ perceptions of this methodology. Accordingly, an intervention was conducted with 52 students in the Early Childhood Education Degree Program, integrating video games designed for this study for pedagogical purposes. An approach combining two quantitative instruments was employed: knowledge assessment tests and a student perception questionnaire. The results show a significant improvement in students’ higher-order cognitive skills, particularly in the dimensions of applying, analyzing, and evaluating. Furthermore, students demonstrated a positive attitude toward the use of video games as a learning tool. Therefore, this study confirms that the integration of GBL methodology at the university level can effectively contribute to the development of higher-order cognitive skills among teachers in initial training. However, further research is recommended to examine its long-term impact and its effectiveness across different levels of education.