Abstract

Gamification is the incorporation of game-design components into a non-gamified setting, for instance, education. It has the potential to improve learners’ motivation, engagement, and learning outcomes. Despite its multitude of benefits, its use is not common practice among many teachers. The purpose of this basic qualitative research is to discover and understand the perspectives of teachers on the gamification in education. To accomplish this objective, the researchers used purposive sampling to choose five teachers from various departments of Bacolod Trinity Christian School. Face-to-face interviews were conducted to collect the data, after which, the responses were analyzed by the group. Some respondents were asked to do a follow-up interview to ensure any gaps in the research were filled. When all interviews were completed and transcribed, the data was then organized and analyzed to find similarities between the answers of each respondent. The researchers utilized a Qualitative Data Analysis method. In the process of data analysis, codes, categories, and concepts were developed, enabling the researchers to clearly recognize important findings that answers the questions the study presented. Results of the findings showed that (1) the current role of gamification in education is limited (2) gamification has various observable effects on student engagement and motivation, (3) gamification has mixed effects on students’ learning outcomes, (4) despite its many benefits, gamification comes with issues for both teachers and students, (5) effective implementation of gamification requires mixed methods and strategies. Due to the personal views of the respondents, similarities were found between them. Hearing their perspectives and insights were made possible by this study.

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