Abstract:

The aim of this study is to investigate the understanding and use of gamification among physics teachers in primary and secondary schools. Gamification is a pedagogical approach that incorporates game aspects into an educational environment and is becoming increasingly important in the classroom. The reason for this is that it is an approach that increases interest in learning in various aspects. More precisely, the aim of the study is to investigate the extent of teachers’ familiarity with gamification, to explore the specific components of gamification that teachers have incorporated into their physics lessons, and to assess their opinions on the impact of gamification on student interest and engagement. Primary and secondary school physics teachers from different schools and regions in Croatia participated in the study. The data was collected using an online questionnaire. The questions aimed to assess understanding of the basic concepts of gamification, previous use of gamification in the classroom and beliefs about the impact of this approach on student motivation and learning.The results of the study provide a comprehensive understanding of the gamification concept, the current state and diversity of gamification use among physics teachers. We also note the difficulties teachers face in putting this approach into practice and highlight the specific areas that need more support or guidance. This study enhances understanding of the ability of gamification to improve physics teaching, particularly in primary and secondary schools. By analyzing the collected data, we can make suggestions to improve teacher training and improve system support to enable the use of gamification in physics education. The results could lead to steps to improve the quality of physics education and stimulate further research efforts in the field of teaching strategies in physics education. The details of the study will be presented in the article.

Keywords:

Gamification, classroom, physics, teacher.