Geology is often perceived as irrelevant and unengaging by students, posing a challenge for educators. This study examines the impact of a gamified forensic geology lab on pre-service teachers' interest, motivation, self-efficacy, and emotional engagement (i.e., the behavioral impact of emotional responses) with geology. The intervention, conducted at a university in Spain, involved 163 undergraduate pre-service teachers who completed pre- and post-test questionnaires assessing their attitudes and perceptions. Results revealed a significant increase in interest and appreciation for geology's relevance in daily life, alongside positive emotional responses such as curiosity and joy. Participants also demonstrated greater confidence in engaging with geology-related content and teaching practices, suggesting improved self-efficacy. However, participants reported challenges such as difficulty identifying minerals and feeling time-constrained, indicating a need for clearer instructions and better time management. This study highlights the potential of gamified learning to transform geology education by promoting engagement and reframing negative attitudes. It highlights the importance of innovative pedagogical strategies in teacher training and suggests further research on the long-term effects of gamification in science education.
Corbacho‐Cuello et al. (Thu,) studied this question.