Recent advances in educational technologies have made gamification a promising approach for increasing student motivation and engagement in mathematics education. However, how pre-service teachers perceive and experience gamification has not been adequately examined. This study aims to explore how pre-service mathematics teachers define the concept of gamification, the factors they consider when integrating it into their teaching processes, and their perceptions of the advantages and disadvantages of this approach. In this qualitative case study, semi-structured interviews were conducted with eleven pre-service teachers selected through purposive sampling, and the data were analyzed through thematic analysis. Findings indicated that most participants confused gamification with games and viewed the concept more as a fun activity. Participants emphasized that gamification should be planned appropriately for students' ages, learning goals, and competitive balance. They also highlighted challenges such as classroom management, lack of resources, and differences in motivation among students. By revealing pre-service teachers' conceptual deficiencies, the study emphasizes the importance of theoretical and practical training for the meaningful implementation of gamification. The findings suggest that teacher preparation programs should address gamification in a planned and pedagogical manner.
Dündar et al. (Fri,) studied this question.