Bridging the Gap: Overcoming Teachers' Hurdles in Implementing Gamification for Society 5.0 Education
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| Title: | Bridging the Gap: Overcoming Teachers' Hurdles in Implementing Gamification for Society 5.0 Education |
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| Language: | English |
| Authors: | Amjad Islam Amjad (ORCID |
| Source: | SAGE Open. 2025 15(2). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Barriers, Game Based Learning, Teaching Methods, Elementary School Students, 21st Century Skills, Technology Integration, Elementary School Teachers, Teacher Attitudes, Pedagogical Content Knowledge, Technological Literacy, Time Management, Alignment (Education), Educational Finance, Foreign Countries |
| Geographic Terms: | Pakistan |
| DOI: | 10.1177/21582440251340269 |
| ISSN: | 2158-2440 |
| Abstract: | The rapid development of information and communications technology (ICT) has transformed education and society. Applying gamification in education can enhance students' motivation, interest, and performance to meet the demands of the 21st century. The present study used the hermeneutic research design to explore teachers' challenges and concerns for integrating gamification at the elementary level in Pakistan. A purposive sampling technique was used to select the sample of seven elementary teachers working in the school education department. We developed a semi-structured interview protocol guide to collect data through face-to-face interviews. After transcribing data, it was analyzed with the help of NVivo 12 Pro software. The authors explored teachers' challenges and concerns related to their training and the ability to integrate gamification in a non-gamified context. Participants show they do not have the knowledge and training to incorporate gamification into education. They also revealed concerns about a lack of funds, curriculum alignment, time management, technological access, and assessment of students' performance. Based on the findings, the researchers suggested that teachers should be trained and provided the resources to meet the requirements of Society 5.0 and contribute to a human-centered society. The present study had a few limitations, but it had significant social, practical policy, and research implications. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477246 |
| Database: | ERIC |
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| Abstract: | The rapid development of information and communications technology (ICT) has transformed education and society. Applying gamification in education can enhance students' motivation, interest, and performance to meet the demands of the 21st century. The present study used the hermeneutic research design to explore teachers' challenges and concerns for integrating gamification at the elementary level in Pakistan. A purposive sampling technique was used to select the sample of seven elementary teachers working in the school education department. We developed a semi-structured interview protocol guide to collect data through face-to-face interviews. After transcribing data, it was analyzed with the help of NVivo 12 Pro software. The authors explored teachers' challenges and concerns related to their training and the ability to integrate gamification in a non-gamified context. Participants show they do not have the knowledge and training to incorporate gamification into education. They also revealed concerns about a lack of funds, curriculum alignment, time management, technological access, and assessment of students' performance. Based on the findings, the researchers suggested that teachers should be trained and provided the resources to meet the requirements of Society 5.0 and contribute to a human-centered society. The present study had a few limitations, but it had significant social, practical policy, and research implications. |
|---|---|
| ISSN: | 2158-2440 |
| DOI: | 10.1177/21582440251340269 |
