ABSTRACT
This qualitative-phenomenological study examined English teachers’ experiences in using gamification as a basis for an In-Service Training Program. Findings revealed four major themes: increased student engagement and motivation, greater instructional creativity, improved active participation and confidence, and enhanced professional growth among teachers. However, challenges included time-consuming preparation, technical and connectivity issues, overemphasis on competition and rewards, and limited training opportunities. To address these, teachers used self-directed learning, trial and error, digital tools, time management, and administrative support. The study concludes that gamification improves learner engagement and supports teacher development, but its effective and balanced implementation requires structured training and institutional support. These findings provide a basis for designing an In-Service Training Program that will strengthen teachers’ competencies in gamified English instruction.
Keywords: Teachers, Experiences, English Teaching, Gamification, In-Service Training Program
INTRODUCTION
Although the term “gamification” was first formally introduced in 2008, the concept of using games to support learning has existed for much longer. Educators have long recognized the importance of making learning enjoyable through interactive activities. For instance, educational board games in the 20th century, such as Math Bingo, helped make arithmetic more interesting and engaging for children. These early practices laid the groundwork for what is now known as gamification, showing that the link between play and education is not new but has continued to develop over time.
At present, gamification has become an established strategy in modern classrooms for enriching the learning experience. Teachers use it to stimulate students’ interest and maintain their engagement. For example, some educators use applications that allow students to earn points or badges for finishing assignments or joining class discussions. Others create classroom leaderboards to promote healthy competition and a sense of accomplishment. Aside from digital tools, gamification may also be applied in traditional classroom settings through team-based activities and role-playing exercises.
Gamification refers to the application of game elements—such as rewards, challenges, and competition—in non-game contexts. In education, this approach has been used to make learning more interactive, enjoyable, and meaningful. It is based on the idea that integrating game-like features into instruction can help create a more dynamic and participatory learning environment, which may lead to better academic performance and personal development among students.
In addition, gamification provides extra sources of motivation for learners. It enhances engagement by making learning more interactive and enjoyable. It can also encourage students to take ownership of their learning, give them the opportunity to try and fail without serious consequences until they succeed, break tasks into smaller and more manageable parts, and make the learning process more visible. Compared with traditional teaching methods, game-based learning has been found to be more effective. According to Selawsky (2021), gamification can raise students’ self-confidence by as much as 20%, improve knowledge retention by 90%, and increase task completion rates by 300%. It also enhances conceptual knowledge by 11% and practical knowledge by 20%.
Over the past decade, there has been a growing body of research on the effectiveness of gamification in various educational contexts. Numerous studies have indicated that when gamification is effectively integrated into instruction, it can enhance student engagement, encourage collaboration, and promote critical thinking skills. While existing literature has extensively discussed the benefits of gamification from the learners’ perspective, limited attention has been given to the lived experiences of teachers, particularly those teaching English, who design and implement gamified activities in their classrooms.
English teachers play a crucial role in the successful application of gamification; however, they often encounter challenges related to instructional design, technological competence, time constraints, and classroom management. Understanding teachers’ personal experiences, perceptions, and challenges in using gamification is essential in identifying their professional development needs.
Hence, exploring the lived experiences of English teachers in the use of gamification may serve as a valuable basis for the development of an in-service training program that supports effective and sustainable instructional practices.
see PDF attachment for more information