Twenty-First Century Learning Technology Innovation: Teachers’ Perceptions of Gamification in Science Education in Elementary Schools

In the digital era, the application of technology in education is increasingly important to enhance student engagement and learning effectiveness. The aim of this study is to explore teachers’ perceptions of twenty-first century learning technology innovations, specifically the implementation of gamification in elementary science education. Using interviews, this research involves teachers from various socioeconomic backgrounds (low, middle, and high) to gain diverse perspectives on the definition of gamification, its classroom implementation, as well as the challenges and solutions in applying gamification. In addition to interviews, this study also employs questionnaires to assess teachers’ initial knowledge of the gamification concept prior to classroom implementation. The findings indicate that teachers’ understanding and perceptions of gamification vary, influenced by socioeconomic factors and access to technology. The identified challenges include infrastructure limitations, technical knowledge, and curriculum adaptation, while the proposed solutions encompass intensive training and infrastructure support. These findings are expected to provide insights for developing policies and training programs that support gamification as a technological innovation in elementary science education.