ABSTRACT
This qualitative study, titled “Behind the Scoreboard: A Qualitative Investigation into Prospective Teachers’ Beliefs and Attitudes toward Gamification,” explores the perceptions of 45 second-year B.Ed. students on implementing gamification in their future classrooms. Using an open-ended questionnaire, the study identified five key areas of inquiry: perceived benefits, challenges, integration intentions, impact on teacher-student relationships, and essentials for building teacher confidence. Findings reveal that a majority of prospective teachers view gamification as a powerful tool for increasing student engagement (40%), enhancing skill development (25%), and improving cognitive outcomes (20%). They also recognize its potential to foster a positive classroom culture. However, significant concerns were expressed regarding time and resource constraints (45%) and the potential for equity issues or negative student dynamics (30%). The teachers expressed a strong willingness to integrate gamification into their future lessons, driven by the desire to provide immediate feedback (30%) and promote a more collaborative and competitive learning environment. They also believe gamification can shift their role from instructor to facilitator. To build confidence, they identified a critical need for professional development (35%), access to resources (30%), and mentorship (20%). The study concludes that while prospective teachers have a positive outlook on gamification, a significant gap exists between their beliefs and the practical support required for successful implementation.
Keywords: Gamification, Prospective Teachers, Positive Classroom Culture
Loading…
Reload document 
Open in new tab