From University Training to School Practice: Game-Based Learning and Digital Storytelling in History Education

This study presents an exploratory empirical investigation aimed at ex- amining the transferability of Game-Based Learning (GBL) and digital storytelling from university training to school practice. Pre-service pri- mary education teachers participated in a digital instructional design workshop, where they developed a gamified learning unit on Ancient Egyptian civilization, subsequently implemented during their teaching practicum in primary school. Data collected through structured ques- tionnaires show positive outcomes in both contexts: university students developed transferable design and methodological competences, while pupils involved in GBL and digital storytelling activities reported higher levels of motivation, engagement, and understanding compared to those exposed to traditional teaching. The results confirm the effectiveness of GBL in history education and highlight the value of university labora- tories as experiential learning environments (Perla, 2010; Agrati, 2017; Perla & Vinci, 2022).