Title: Exploring preschool teacher candidates' achievement and cognitive skills in web-based courses enhanced by educational digital games

Authors: Cengiz Gündüzalp; Ali İbrahim Can Gözüm

Addresses: Kazım Karabekir Technical Sciences Vocational School, Kafkas University, Kars, Türkiye; Faculty of Education Department of Early Childhood Education, Kafkas University, Kars, Türkiye ' Kazım Karabekir Technical Sciences Vocational School, Kafkas University, Kars, Türkiye; Faculty of Education Department of Early Childhood Education, Kafkas University, Kars, Türkiye

Abstract: This study investigated the effects of educational digital games in web-based information technologies courses on teacher candidates' academic achievement, cognitive control and flexibility, and metacognitive awareness. Using a pretest-posttest control group design, digital games were integrated into different stages of lessons over ten weeks to support attention, practice, reinforcement, and feedback. The activities were designed to promote active participation and collaboration. Data were collected through standardised scales and achievement measures, and were analysed with statistical tests. The findings revealed that the integration of digital games significantly enhanced candidates' academic achievement, cognitive flexibility, and metacognitive awareness compared to traditional instruction. Positive correlations were also observed between achievement, cognitive flexibility, and metacognitive awareness. These results highlight the potential of digital games to improve both cognitive processes and metacognitive development in teacher education, offering evidence for their value in enriching web-based courses.

Keywords: web-based course; educational digital game; achievement; cognitive control; cognitive flexibility; metacognitive awareness.

DOI: 10.1504/IJLC.2025.149635

International Journal of Learning and Change, 2025 Vol.17 No.4, pp.353 - 380

Received: 16 Nov 2024
Accepted: 16 Sep 2025
Published online: 07 Nov 2025 *

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