Exploring Chinese Elementary Teachers’ Perceptions and Implementations of Gamification in Online EFL Classrooms

This study investigates Chinese elementary teachers’ perceptions and implementations of gamification in online English as a Foreign Language (EFL) classroom. Using a mixed-methods approach, data were collected through a questionnaire (N = 140) and semi-structured interviews (N = 7). Teachers’ perceptions of gamification were analyzed across three dimensions: technological, cognitive, and pedagogical. Technologically, the results revealed that most teachers perceived gamification tools on the ClassIn platform as user-friendly and engaging, although limited in variety. Cognitively, teachers recognized gamification’s potential to enhance motivation and engagement, but expressed concerns about its potential to distract students. Pedagogically, while gamification was perceived as a complement to traditional teaching methods and a means to foster student-centered learning, it posed challenges such as increased workload and difficulties aligning activities with academic goals. Regarding implementation, gamification was most frequently used in vocabulary and reading activities, whereas its use in writing and listening activities was limited due to higher cognitive demands. Key challenges included managing students’ negative emotions from competition, addressing parental skepticism, overcoming technical and classroom management barriers, allocating sufficient time for effective implementation, and adapting gamification tools to diverse student needs. Key factors shaping implementation included student characteristics and content suitability. The results emphasize the need for tailored professional development, adaptive gamification strategies, and institutional support to maximize the benefits of gamification while addressing its challenges. This study offers actionable insights for enhancing teaching practices and improving student engagement in online EFL classrooms.