Increasingly, education technology "EdTech" is being explored to support learning and educational needs, given the limited resources and traction for a more traditional response to the aforementioned challenges. Some EdTech programmes show promise; a systematic review by McEwan (2015) found that computer and instructional technology interventions in low- and middle-income countries had the largest effect on learning compared to other types of school-based interventions outcomes. This study aimed to investigate the effectiveness of a proposed electronic training program in enhancing cognitive achievement among student teachers in the Basic Education program at the Faculty of Education, University of Khartoum. To achieve this aim, the study employed both a descriptive–analytical method and a quasi-experimental design.

The study population comprised all second-year students enrolled in the Bachelor of Basic Education program at the Faculty of Education, University of Khartoum. The total population was 70 students, with 10 students excluded as a pilot sample. The remaining 60 students were randomly assigned to two groups—control and experimental—each consisting of 30 students, forming the research sample.

Two instruments were used for data collection: a performance observation checklist and a cognitive achievement test, both developed by the researchers. Data were analyzed using SPSS, applying appropriate statistical methods.

The findings revealed statistically significant differences, at the 0.05 significance level, between the mean scores of the experimental and control groups in the post-test of cognitive achievement, in favor of the experimental group.

Based on these results, the researchers recommend:
Adapting the instructional environment in Sudanese faculties of education to prepare student teachers—particularly those specializing in basic education—to employ and integrate instructional games in teaching.

Implementing the proposed electronic training program on a wider scale and across additional courses.

Keywords: Gamification, E-training, Cognitive Achievement, Teacher Preparation, Basic education, University of Khartoum.