In-service teachers’ gameful practices

Abstract

PurposeThis study aims to validate a typology of factors previously established by the authors that influence teachers' gameful practices and to investigate these factors further qualitatively.Design/methodology/approachA focus group interview was conducted with four experienced teachers to gather their views on gameful education. The interview also included a metaphor analysis focusing on their beliefs about the compatibility of school learning and gamefulness. The data were coded using a deductive approach, and qualitative thematic analysis was employed.FindingsIndividual factors are more positive influences on gameful practices than institutional or system-level factors. Teachers stated that digital equipment is not essential for gameful practices, but governmental support in reshaping exam-centric education systems might be a key step in promoting their adoption.Practical implicationsIn the 21st century, students' learning needs differ from past generations, creating challenging situations for teachers in exam-centric cultures. Gameful education could help teachers by introducing an engaging and motivating learning environment for students. This paper aims to help teachers implement and decision-makers support innovative practices that target lifelong learning.Originality/valueThe empirical findings validated the previously established typology of factors. This research presents best practices for teachers in implementing gameful methods and highlights hindering factors for school leaders and decision-makers aiming to support gameful practices.