An Investigation of Pre-School and Primary School Teachers' Views on Gamification, Intrinsic Motivation, and Learning in Education

This qualitative study aimed to examine and compare pre-school and primary school teachers’ views on gamification in education, with a particular focus on intrinsic motivation and learning-related developmental outcomes. The study was designed as a multiple-case study and involved 30 teachers working in public schools in the central district of Çanakkale, Türkiye, including 15 pre-school teachers and 15 primary school teachers. Participants were selected through purposive sampling using typical case and maximum variation strategies. Data were collected through semi-structured face-to-face interviews conducted between February and April 2025. The interview data were analyzed using descriptive analysis and qualitative content analysis. The findings showed that teachers viewed gamification not merely as a tool for entertainment, but as a pedagogical approach that supports students’ motivation, engagement, attention, self-confidence, and social interaction. Quest cards, badges, leaderboards, storytelling, and dramatization were among the most frequently mentioned practices. Teachers reported that gamification increased students’ intrinsic motivation by enhancing willingness to participate, sustaining interest in activities, and making learning more enjoyable and memorable. The findings also revealed developmental differences between educational levels. Pre-school teachers emphasized sensory, movement-based, and dramatization-oriented applications, whereas primary school teachers highlighted more structured, task-based, and digitally supported practices. In addition, teachers stressed the importance of pedagogical alignment, technological infrastructure, material support, and practical teacher training for the effective implementation of gamification. Overall, the study suggests that gamification can be an effective and developmentally appropriate educational strategy when it is aligned with learning objectives and adapted to students’ age-related needs. The study offers comparative qualitative evidence that may inform teachers, curriculum developers, and policymakers in designing more effective gamified learning environments.