Teachers’ Digital Gamification Practices

Abstract

Digital gamification is catching on fast in classrooms because it makes learning feel more interactive and motivates students to perform better by incorporating game elements into lessons and tests. Aligned with Sustainable Development Goal 4 (Quality Education), this descriptive study assessed the extent of teachers’ use of digital gamification and provided a solid empirical basis for an Educational Technology Enhancement Plan. The study focused on Key Stage 1 teachers (N = 71) in one of the districts in a large division in Negros Island Region during the School Year 2026–2027. Census sampling (total enumeration) was employed to capture the full population of local practitioners. Data were gathered using a validated, highly reliable, researcher-developed 5-point Likert-scale questionnaire (Cronbach’s alpha = 0.959). Descriptive statistical analysis revealed high overall execution levels across the four core dimensions of practices: Instructional Goals Alignment (M = 4.00), Game Mechanics Design (M = 3.88), Teaching Approaches in Gamified Context (M = 3.91), and Assessment Integration (M = 3.83). Non-parametric inferential analyses using the Mann-Whitney U test indicated that teachers’ profile variables (age, educational attainment, and number of ICT training sessions attended) do not significantly influence gamification practices (p > 0.05). However, a statistically significant difference was observed in Instructional Goals Alignment based on length of service (U = 421.000, p = 0.032), indicating that teaching tenure directly shapes the technical integration of pedagogical objectives. The weakest practices identified were aligning activities with the Most Essential Learning Competencies (MELCs), integrating mechanics with digital tools, utilizing storytelling/situational contexts, and gamifying summative/large-scale evaluations. Practical implications underscore the need for targeted professional development through hands-on workshops on digital gamification platforms and peer mentorship to translate practices into optimized student engagement and achievement.