# Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education
## 3 Results
### Qualitative Analysis  
The thematic analysis of student feedback regarding their experiences with Fantasy-Class and the gamification of the course revealed several key themes that illustrate how gamification reshaped their attitudes toward science education. The analysis is structured \begin{table}
\begin{tabular}{l c c c c c c} \hline \hline  & **M** & **IQR** & **\%1** & **\%2** & **\%3** & **\%4** & **\%5** \\ \hline Collectibles & 5 & (1) & 0 & 5.4 & 7.1 & 17.9 & 69.6 \\ \hline Gold coins & 5 & (1) & 0 & 1.8 & 10.9 & 16.4 & 70.9 \\ \hline FantasyClass & 5 & (1) & 0 & 1.8 & 12.5 & 33.9 & 51.8 \\ \hline Group work & 5 & (1) & 0 & 3.6 & 19.6 & 17.9 & 58.9 \\ \hline Monster battles & 4 & (1) & 5.4 & 7.1 & 32.1 & 37.5 & 17.9 \\ \hline Countdowns & 4 & (1) & 3.6 & 17.9 & 26.8 & 39.3 & 12.5 \\ \hline Pets & 4 & (1.25) & 0 & 10.7 & 26.8 & 37.5 & 25.0 \\ \hline Avatars & 4 & (1.25) & 1.8 & 14.3 & 25.0 & 33.9 & 25.0 \\ \hline Wheel of gold & 4 & (2) & 5.4 & 8.9 & 14.3 & 30.4 & 41.1 \\ \hline Narrative & 4 & (2) & 0 & 8.9 & 23.2 & 33.9 & 33.9 \\ \hline Random events & 4 & (2) & 3.6 & 8.9 & 23.2 & 32.1 & 32.1 \\ \hline XPs & 4 & (2) & 0 & 10.7 & 25.0 & 26.8 & 37.5 \\ \hline Badges and stamps & 3 & (1) & 1.8 & 21.4 & 28.6 & 26.8 & 21.4 \\ \hline HPs & 3 & (1.25) & 7.1 & 17.9 & 39.3 & 23.2 & 12.5 \\ \hline \hline \end{tabular} Note: M: median, IQR: interquartile range.  
\end{table} 
Table 4: Perceived Motivational Impact of FantasyClass Features and Gamification Elements. (Percentage of Responses: %1 = Not at all motivating, %5 = Highly motivating). by the frequency of themes, ranging from the most commonly mentioned to those that appeared less frequently but still provide valuable insights. The most frequently cited impact of FantasyClass and gamification was increased motivation. Many students highlighted that gamification made the learning experience both engaging and enjoyable. For instance, one student commented, \"I used to think it was impossible to motivate someone to learn science through apps like FantasyClass, but today, my interest has increased, and my level of involvement is much higher\". Another student expressed that the gamified course shifted their perception of attending class, stating, \"Instead of seeing the course as something heavy and boring, I came to class eager to find out what we would do today--games, battles, experiments\". This reflects the power of gamification to transform what might otherwise be seen as mundane or challenging subjects into interactive and stimulating experiences. Another dominant theme was the enjoyment and fun derived from the gamified approach. Students repeatedly mentioned how much more they enjoyed the course because of the gamification elements. One student stated, \"I had never taken a gamified course before, and I feel it was a really fun experience to go through\". Another echoed this sentiment: \"It made the classes so much more dynamic and fun that I think it would also be more engaging, interesting, and fun for young children\". This indicates that the participants found the playful and interactive nature of gamification to be highly beneficial, both for their own learning and as a potential strategy for teaching science to children in early education. Engagement and active participation also emerged as significant themes. The students felt that the gamified activities encouraged them to take a more active role in the course. One student remarked, \"Gamification made the classes more engaging and generated more interest, which will be very useful when working with children\". Another explained, \"The gamification in the classroom has been a way to motivate us to complete tasks and stay attentive in class\". This highlights the role of gamification in fostering active learning and keeping the students invested in the course content. By incorporating game elements, the course created an environment where the students were not only learning but also actively participating in the learning process.