Teachers' Perceptions on the Use of Gamification Tools on Learning Basic Skills (3Rs) in Early Childhood Education in Dodoma City, Tanzania

There is a growing national concern over low literacy and numeracy levels among young learners, especially in under-resourced public schools. With the increasing integration of educational technology worldwide, there is a critical need to understand how gamified learning can be locally adapted to improve foundational learning outcomes in the Tanzanian context. Therefore, this study examines teachers’ perceptions of the use of gamification tools in enhancing the learning of basic skills, reading, writing, and arithmetic (3Rs) in early childhood education within Dodoma City, Tanzania. Using a qualitative multi-case study approach, data were collected from teachers and head teachers through interviews, classroom observations, and focus group discussions across four selected primary schools, two public and two privates. The study explored both digital and traditional gamification strategies and their influence on learners’ engagement, motivation, and learning as a whole. Digital tools mentioned in the study included Duolingo ABC, Khan Academy Kids, Math Bingo, ABC Kids – Tracing & Phonics, and Interactive Whiteboard Games, while traditional tools included number races, counting songs, letter flashcards, and story-based learning games. Teachers reported a noticeable increase in pupils’ enthusiasm, participation, and collaboration when gamification strategies were used. However, implementation challenges such as limited digital infrastructure, lack of teacher training, and disparity in resources between public and private schools were highlighted. The study concludes that gamification presents a promising pedagogical approach to strengthening 3Rs in early childhood, but its effectiveness depends on adequate support systems and equitable resource allocation. The study recommends structured professional development for teachers, policy support for integrating gamification in the curriculum, and investment in scalable, locally appropriate digital tools for all schools.