Impact of a Serious Board Game on the Academic Performance of Future Physical Education Teachers

Abstract

University-level training is constantly evolving to meet the needs of future professionals. However, a passive student role and a disconnect between academic content and professional practice often lead to disengagement and low involvement. To address these shortcomings, active learning methodologies have emerged, and their appropriate implementation fosters contextualised, meaningful learning. Among these methods, Game-Based Learning stands out, particularly the use of serious games, which aim to develop competencies and consolidate knowledge through play. This article evaluates the impact of Docentis, a board game created for undergraduates pursuing Primary Education teaching degrees. The game simulates the role of a Physical Education teacher, incorporating organisational and curricular elements of the subject, with the aim of enhancing both cognitive and non-cognitive skills while increasing participants’ engagement. Using a mixed-method approach, both quantitative and qualitative data were gathered, demonstrating that Docentis motivated students, enhanced their learning, and improved academic performance based on the experimental group’s results. Additionally, the game was highly valued for its transferability to professional practice. The findings confirm the suitability of this board game for training future Physical Education teachers, promoting meaningful learning experiences that bridge theory and practice through the simulation of professional contexts.