TEACHERS’ USAGE AND ATTITUDES TOWARDS GAMIFICATION IN PRIMARY AND SECONDARY SCHOOLS

During the past several years a concept of gamification has drawn much attention among researchers and teachers due to its benefits related to motivation and engagement of learners. While this educational approach, that incorporates game mechanics into the teacher's class, is mainly explored in higher education settings, the researches about gamification at lower levels of education are sparse. This paper provides the findings of the survey conducted among 124 teachers employed at three primary and two secondary schools in Croatia about the usage of gamification as well as attitudes towards gamification in general. The research results give insights into the profiles of the teachers who use or do not use gamification during their classes, and identify gamification mechanics and applications they employ. Teachers' opinions about the gamification and the reasons for (not) introducing it into the class are also presented. According to the research results, it is possible to conclude that less than half of the respondents were familiar with the concept of gamification and that they applied it in their work. The research results show that most of the teachers got acknowledged with the concept of gamification on a personal initiative. Points, quests and storylines are the mechanics of gamification that the respondents most often applied in their work. Courses in which respondents the most frequently applied gamification were the mathematics, Croatian language and foreign languages. Also, the respondents in high percentage agreed with the effects and impacts of gamification on motivation and engagement of students, which represent the benefits of gamification. The lack of time and formal reasons were indicated as the reasons for non-usage of gamification, while motivation and engagement were set out as reasons for the usage of gamification.