Exploring barriers to gamification implementation in classrooms: an empirical investigation of pre-service teachers’ experiences

Abstract

Gamification has emerged as an effective teaching approach to enhance student engagement and achievement outcomes in the learning process. However, it is implementation remains limited due to challenges faced in classrooms, particularly among pre-service teachers, who face unique, understudied barriers in their teaching internships, compounded by insufficient institutional support and inadequate practical preparation. This study employed a quantitative descriptive survey design to investigate the curriculum, resource, and training barriers perceived by pre-service teachers during their internships. A total of 347 pre-service teachers enrolled in the Bachelor of Education (B.Ed.) program participated in the study, after their 16-week teaching internships in secondary schools. Data were collected using a 25-item Likert scale across three barrier dimensions. Descriptive statistics revealed that insufficient mentor guidance constituted the most critical training barrier (M=3.919, SD=1.031), time constraints dominated resource barriers (M=3.876, SD=1.104), and mentor adherence to traditional approaches represented the foremost curriculum barrier (M=3.885, SD=1.064). The results underscore the need for comprehensive reforms in curriculum policy, strengthening technological infrastructure, and redesigning teacher education programs with practical gamification training. Addressing these systemic barriers is essential for preparing future teachers to leverage gamification as a viable teaching methodology in contemporary classrooms.