Teacher training in the implementation of gamification

Abstract

Introduction: According to UNESCO (2024), teachers are key players in educational transformation, and SDG 4 promotes quality, inclusive, and equitable education, which can only be achieved if educators have adequate conditions to carry out their work. The ASPnet school's educational approach incorporates gamification and game design as innovative methodologies that promote active learning. In the Ecuadorian context, cultural and linguistic diversity demands flexible approaches, with teacher training being a critical factor to ensure their effectiveness. This research aimed to analyze the impact of teacher training on the pedagogical integration of gamification in the classroom. Materials and methods: The study was conducted using a quantitative approach, with a descriptive scope and a cross-sectional design. A questionnaire was administered to 55 teachers from urban educational institutions in the canton of Chone, Manabí province. The instrument was validated through expert judgment, and its reliability was determined using Cronbach's alpha coefficient (α = 0.901), indicating an adequate level of internal consistency. Results: The results showed that 38.2% of teachers had received informal gamification training, 34.5% had participated in certified courses or workshops, and 27.3% had not received any training. The predominant methodology was meaningful and constructivist learning (34.5%), followed by cooperative learning (27.3%). 61.8% reported a high level of motivation in the classroom, and 50.9% considered gamified activities very important for increasing motivation. 67.3% of teachers expressed willingness to implement gamification. Regarding the perceived impact, 45.5% considered gamification to have a very high impact on student motivation, and 41.8% rated it as having a high impact on meaningful learning. Discussion: The results align with previous studies indicating that a lack of structured training limits the effective integration of innovative methodologies in the classroom, and that gamification significantly increases student motivation and engagement. The gap between intention and practice coincides with research suggesting that difficulties in pedagogical design and a lack of technological skills can hinder effective implementation. Conclusions: It is concluded that teacher training is a key factor for the effective implementation of gamification as an innovative pedagogical strategy. While most teachers possess knowledge of this methodology, this knowledge has been acquired primarily through informal processes, highlighting the need to strengthen structured training.