In-service teachers’ gameful practices

Purpose This study aims to validate a typology of factors previously established by the authors that influence teachers' gameful practices and to investigate these factors further qualitatively. Design/methodology/approach A focus group interview was conducted with four experienced teachers to gather their views on gameful education. The interview also included a metaphor analysis focusing on their beliefs about the compatibility of school learning and gamefulness. The data were coded using a deductive approach, and qualitative thematic analysis was employed. Findings Individual factors are more positive influences on gameful practices than institutional or system-level factors. Teachers stated that digital equipment is not essential for gameful practices, but governmental support in reshaping exam-centric education systems might be a key step in promoting their adoption. Practical implications In the 21st century, students' learning needs differ from past generations, creating challenging situations for teachers in exam-centric cultures. Gameful education could help teachers by introducing an engaging and motivating learning environment for students. This paper aims to help teachers implement and decision-makers support innovative practices that target lifelong learning. Originality/value The empirical findings validated the previously established typology of factors. This research presents best practices for teachers in implementing gameful methods and highlights hindering factors for school leaders and decision-makers aiming to support gameful practices.