The impact of a gamified course on pre-service teachers’ perspectives toward gamification

This research examines Hungarian pre-service teachers’ attitudes toward gamified education (n = 29) and investigates the effects of a gamified course on these attitudes using a quasi-experimental research design. Employing a mixed-methods approach, the study gathers data through questionnaires, metaphor analysis, focus group interviews, observations, and document analysis. Findings indicate that while pre-service teachers generally had positive attitudes toward gamification, they showed less commitment to complex future implementations. They viewed traditional learning more negatively than gamified learning. The intervention had a non-significant positive effect on attitudes, while focus group interviews revealed notable conceptual confusion about gamification. This research supports future teaching practices, underscores the benefits of integrating gamified courses into teacher education, and provides valuable insights for educators, decision-makers, and researchers.