University Teachers’ Awareness of Gamification and Their Attitude towards Gamification-Based Pedagogy

Abstract

Gamification is an innovative instructional approach that integrates game elements into teaching to enhance learner motivation, engagement, and active participation. Guided by Constructivist Learning Theory, gamification emphasizes active involvement, interaction, and problem-solving, enabling learners to construct knowledge rather than passively receive information. Teachers’ awareness and attitudes toward gamification play a critical role in its successful implementation in higher education settings. This study employed a quantitative research design using adapted questionnaires derived from validated instruments. Data were collected from university teachers selected through multistage random sampling from public sector universities. Statistical analyses, including descriptive statistics, independent sample t-tests, one-way ANOVA, Pearson correlation, and regression analysis, were conducted using SPSS. The findings indicated that teachers demonstrated moderate to high awareness of gamification and held generally positive attitudes toward its pedagogical use. Correlation analysis revealed a significant positive relationship between awareness and attitudes, suggesting that higher awareness is associated with more favorable perceptions. Regression results confirmed that awareness significantly predicts attitudes toward gamified pedagogy. No significant differences were observed based on gender or academic designation, though variations emerged across experience levels.