TEACHERS’ KNOWLEDGE AND BELIEFS ABOUT GAMIFICATION IN PHYSICS CLASSROOMS

Marija Gaurina; Jerneja Pavlin

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TEACHERS’ KNOWLEDGE AND BELIEFS ABOUT GAMIFICATION IN PHYSICS CLASSROOMS

Title	TEACHERS’ KNOWLEDGE AND BELIEFS ABOUT GAMIFICATION IN PHYSICS CLASSROOMS
Publication Type	Journal Article
Year of Publication	2025
Authors	Gaurina, M, Pavlin, J
Journal	Journal of Baltic Science Education
Volume	24
Issue	2
Start Page	255-270
Pagination	continuous
Date Published	April/2025
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	gamification knowledge, mixed-method design, physics teachers, STEM education
Abstract	Gamification has been gaining attention in STEM education for its potential to enhance student engagement and learning outcomes. Teachers’ acceptance and effective use of gamification depend on their knowledge and beliefs about its implementation. This study employs a mixed-method design to explore Croatian physics teachers’ knowledge and beliefs about gamification. In the first phase, semi-structured interviews were conducted with five primary and five secondary school teachers. Insights from these interviews informed the development of an online questionnaire in Google Docs. The final questionnaire consisted of three parts: demographic information (including an open-ended question defining gamification), 16 Likert-type items measuring knowledge and beliefs, and three open-ended questions on key elements, technological tools, and challenges in applying gamification in physics classrooms. In the second phase, quantitative data were collected from 230 primary and secondary school physics teachers, providing a robust sample to examine variations in knowledge and beliefs about gamification. Findings reveal that most teachers possess basic knowledge and hold positive beliefs regarding gamification, although significant differences emerge based on age, teaching experience, and school type. These results underscore the need for tailored professional development programs. The study emphasizes the importance of designing support strategies that accommodate diverse teacher profiles.
URL	https://oaji.net/articles/2023/987-1746292940.pdf
DOI	10.33225/jbse/25.24.255
Refereed Designation	Refereed
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