An Investigation of Pre-School and Primary School Teachers' Views on Gamification, Intrinsic Motivation, and Learning in Education

Year 2026, Volume: 34 Issue: 2 , 364 - 382 , 30.04.2026

Merve Şahin Saliha Eren

https://doi.org/10.24106/kefdergi.1939386

https://izlik.org/JA95LT46GP

Abstract

This qualitative study aimed to examine and compare pre-school and primary school teachers’ views on gamification in education, with a particular focus on intrinsic motivation and learning-related developmental outcomes. The study was designed as a multiple-case study and involved 30 teachers working in public schools in the central district of Çanakkale, Türkiye, including 15 pre-school teachers and 15 primary school teachers. Participants were selected through purposive sampling using typical case and maximum variation strategies. Data were collected through semi-structured face-to-face interviews conducted between February and April 2025. The interview data were analyzed using descriptive analysis and qualitative content analysis. The findings showed that teachers viewed gamification not merely as a tool for entertainment, but as a pedagogical approach that supports students’ motivation, engagement, attention, self-confidence, and social interaction. Quest cards, badges, leaderboards, storytelling, and dramatization were among the most frequently mentioned practices. Teachers reported that gamification increased students’ intrinsic motivation by enhancing willingness to participate, sustaining interest in activities, and making learning more enjoyable and memorable. The findings also revealed developmental differences between educational levels. Pre-school teachers emphasized sensory, movement-based, and dramatization-oriented applications, whereas primary school teachers highlighted more structured, task-based, and digitally supported practices. In addition, teachers stressed the importance of pedagogical alignment, technological infrastructure, material support, and practical teacher training for the effective implementation of gamification. Overall, the study suggests that gamification can be an effective and developmentally appropriate educational strategy when it is aligned with learning objectives and adapted to students’ age-related needs. The study offers comparative qualitative evidence that may inform teachers, curriculum developers, and policymakers in designing more effective gamified learning environments.

Keywords

Gamification in education , Intrinsic motivation , Preschool teacher , Primary school teacher

Eğitimde Oyunlaştırma, İç Motivasyon ve Öğrenmeye Dair Okul Öncesi ve Sınıf Öğretmenlerinin Görüşlerinin İncelenmesi

https://izlik.org/JA95LT46GP

Abstract

Bu nitel araştırma, eğitimde oyunlaştırmaya ilişkin okul öncesi ve sınıf öğretmenlerinin görüşlerini, özellikle iç motivasyon ve öğrenmeyle ilişkili gelişimsel çıktılar bağlamında incelemeyi ve karşılaştırmayı amaçlamıştır. Araştırma, çoklu durum çalışması deseninde tasarlanmış ve Çanakkale ili merkez ilçesindeki devlet okullarında görev yapan 15 okul öncesi öğretmeni ile 15 sınıf öğretmeni olmak üzere toplam 30 öğretmenle yürütülmüştür. Katılımcılar, tipik durum örneklemesi ve maksimum çeşitlilik örneklemesi kullanılarak amaçlı örnekleme yoluyla seçilmiştir. Veriler, Şubat–Nisan 2025 tarihleri arasında gerçekleştirilen yarı yapılandırılmış yüz yüze görüşmeler aracılığıyla toplanmıştır. Görüşme verileri betimsel analiz ve nitel içerik analizi ile çözümlenmiştir. Bulgular, öğretmenlerin oyunlaştırmayı yalnızca eğlence sağlayan bir araç olarak değil, öğrencilerin motivasyonunu, derse katılımını, dikkatini, öz güvenini ve sosyal etkileşimini destekleyen pedagojik bir yaklaşım olarak gördüklerini göstermiştir. Görev kartları, rozetler, liderlik tabloları, hikâyeleştirme ve drama en sık belirtilen uygulamalar arasında yer almıştır. Öğretmenler, oyunlaştırmanın öğrencilerin derse katılma isteğini artırarak, etkinliklere olan ilgiyi sürdürerek ve öğrenmeyi daha eğlenceli ve kalıcı hâle getirerek iç motivasyonu güçlendirdiğini ifade etmiştir. Bulgular ayrıca eğitim kademelerine göre gelişimsel farklılıklar olduğunu ortaya koymuştur. Okul öncesi öğretmenleri duyusal, hareket temelli ve drama odaklı uygulamaları vurgularken, sınıf öğretmenleri daha yapılandırılmış, görev temelli ve dijital olarak desteklenen uygulamalara dikkat çekmiştir. Ayrıca öğretmenler, oyunlaştırmanın etkili biçimde uygulanabilmesi için pedagojik uyumun, teknolojik altyapının, materyal desteğinin ve uygulamaya dönük öğretmen eğitiminin önemini vurgulamıştır. Genel olarak araştırma, oyunlaştırmanın öğrenme hedefleriyle uyumlu ve öğrencilerin yaşa bağlı gereksinimlerine uygun biçimde düzenlendiğinde etkili ve gelişimsel olarak uygun bir eğitim stratejisi olabileceğini göstermektedir. Bu çalışma, daha etkili oyunlaştırılmış öğrenme ortamlarının tasarlanmasına yönelik olarak öğretmenlere, program geliştiricilere ve politika yapıcılara katkı sunabilecek karşılaştırmalı nitel bulgular ortaya koymaktadır.

Keywords

Eğitimde oyunlaştırma , İçsel motivasyon , Okul öncesi öğretmenleri , Sınıf öğretmenleri

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