DOI: 10.3886/e233882v1
title: Gamified Learning in Heritage Spaces: Evaluating the Impact of Museum Visits on Teacher Education Students

description: This dataset supports a quasi-experimental study analyzing the impact of gamified learning experiences on future teachers during educational visits to a university museum. It includes pre- and post-visit responses from undergraduate and graduate students in education programs who participated in either a traditional or a gamified visit to the Natural History Pavilion at the University of Almería. The data capture variables such as estimated and actual visit duration, perceived knowledge gain, activity evaluation, and suggestions for improvement. The study investigates how gamification affects students’ engagement, time perception, and learning outcomes, contributing to innovative pedagogical strategies in teacher education and heritage learning.
description: No statistical weights were applied. All responses were analyzed as unweighted observations.<br>
description: Response Rates: 100% — All 78 students who participated in the scheduled educational visits (traditional and gamified) completed both the pretest and posttest questionnaires. There were no missing or incomplete responses, ensuring a fully matched dataset for analysis.
description: Presence of Common Scales: 5-point Likert scales (e.g., interest, enjoyment, suitability, and estimated student engagement).<br>Open-ended qualitative responses.<br>Numerical fields (e.g., estimated and actual visit duration, knowledge scores).<br>
description: A non-probability convenience sampling method was employed. The sample consisted of intact student groups from the University of Almería who were already scheduled to visit the Natural History Pavilion as part of their coursework. Participants included undergraduate students in Early Childhood Education and graduate students in the Master's program for Secondary Education Teachers (Arts specialization). Group assignment was based on existing course schedules and institutional logistics, rather than random allocation. Although this limits generalizability, the design allowed for naturalistic observation within authentic educational contexts.
description: Undergraduate students enrolled in Early Childhood Education programs and graduate students enrolled in the Master's in Secondary Education Teaching (specialization in Arts) at the University of Almería, who participated in educational visits—either gamified or traditional—to the university’s Natural History Pavilion during the 2025 spring semester.. Smallest Geographic Unit: University of Almería, Andalusia, Spain
description: mail questionnaire; Data were collected through two custom-designed online questionnaires (pretest and posttest) administered via Google Forms. Participants completed the pretest immediately before the museum visit and the posttest directly afterward. Responses were automatically timestamped, allowing for the calculation of actual visit duration. The questionnaires included a mix of closed, open-ended, and Likert-scale items. All participants were informed of the study's aims and took part voluntarily as part of their academic activities. Ethical guidelines for educational research were followed, ensuring anonymity and informed consent throughout the data collection process.