A serious board game for a serious problem: Improving (preservice) teachers’ knowledge and attitude concerning giftedness

Following an Educational Design Research approach, this study described the design process and evaluation of a serious board game concerning giftedness for preservice teachers called enIQma. EnIQma aims at improving preservice teachers' knowledge and attitudes concerning giftedness. Based on focus groups and a literature review, we identified five design principles that were used to design enIQma. The prototype of enIQma was then tested in five test sessions with preservice teachers. These sessions led to a final version of enIQma. Finally, we evaluated the effectiveness of enIQma compared to a traditional lecture through a quasi-experiment with preservice teachers in a pretest-posttest design. EnIQma appeared as effective as a lecture in stimulating preservice teachers' knowledge. Preservice teachers' attitude did only improve through the lecture.