The Relationship Between Teachers' Attitudes Towards Gamification and Their Classroom Management Styles

Öğretmenlerin Oyunlaştırma Tutumlarının Sınıf Yönetim Stilleri ile İlişkisinin İncelenmesi


Abstract views: 28 / PDF downloads: 17

Authors

DOI:

https://doi.org/10.5281/zenodo.15778320

Keywords:

Gamification, teacher attitudes, classroom management, teaching experience, teaching level, correlation analysis

Abstract

The purpose of this study is to examine the relationship between teachers' attitudes toward gamification and their classroom management styles. In this study, which employed the general survey model of quantitative research methods, data obtained from 260 teachers working during the 2023–2024 academic year were analyzed. The Gamification Attitude Scale and the Classroom Management Styles Scale were used as data collection tools. According to the research findings, teachers' attitudes toward gamification were generally found to be high, with particularly positive attitudes in the usage, acquisition, and design sub-dimensions. Significant differences were observed according to gender, marital status, age, education level, and years of experience. Male, married, experienced, and teachers with higher education levels were found to have higher gamification attitudes. In terms of classroom management styles, only free and uninterested styles were found to be significantly related to gamification. According to the correlation analysis, a moderate positive relationship was found between gamification attitudes and the uninterested classroom management style, while a low negative relationship was found between gamification attitudes and the authoritarian classroom management style. Based on the findings, it was concluded that there is a need for professional development programs aimed at improving teachers' gamification skills.

References

Aksoy, N., Aksoy, E., & Usta, E. (2022). Metaphors developed by teachers for the gamification approach in education. Journal of Teacher Education and Lifelong Learning, 4(2), 150–162. https://doi.org/10.51535/tell.1185893

Aktan, S., & Sezer, F. (2018). Sınıf yönetimi stilleri ölçeği’nin psikometrik özelliklerinin incelenmesi. Kastamonu Eğitim Dergisi, 26(2), 439–449. https://doi.org/10.24106/kefdergi.389803

Araújo, I., & Carvalho, A. (2022). Enablers and difficulties in the implementation of gamification: A case study with teachers. Education Sciences, 12(3), Article 191. https://doi.org/10.3390/educsci12030191

Asanza, T., Asanza, M., Martínez, M., & García, F. (2024). Gamification as a didactic motivator in low-resource public English as a Foreign Language (EFL) classrooms in Ecuador. Ciencia Latina Revista Científica Multidisciplinar, 8(2), 5391–5402. https://doi.org/10.37811/cl_rcm.v8i2.10951

Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage Publications.

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson College Division.

Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate data analysis. Pearson Education Limited.

İnesi, M. A., Gökalp, A., & Sezer, A. (2022). Oyunlaştırma tutum ölçeğinin geçerlilik ve güvenilirlik çalışması. Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi, 6(2), 338–351. https://doi.org/10.38015/sbyy.1213017

Kaplan, R. M., & Saccuzzo, D. P. (2009). Psychological testing: Principles, applications, and issues (7th ed.). Thompson Wadsworth.

López, J., Cano, E., Cadavieco, J., & Menéses, E. (2022). Gamification and gaming proposals, teachers’ perceptions and practices in primary education. Interaction Design and Architecture(s), (53), 213–229. https://doi.org/10.55612/s-5002-053-011

Malvasi, V., Quintana, J., & Bocciolesi, E. (2022). The projection of gamification and serious games in the learning of mathematics: Multi-case study of secondary schools in Italy. Mathematics, 10(3), Article 336. https://doi.org/10.3390/math10030336

Puerta, L. (2024). Exploring if gamification experiences make an impact on pre-service teachers’ perceptions of future gamification use: A case report. Societies, 14(1), 11. https://doi.org/10.3390/soc14010011

Rodríguez, J., & Argüello, M. (2023). Foreign language teachers’ perceptions after gamified classroom practice. Colombian Applied Linguistics Journal, 25(1), 31–41. https://doi.org/10.14483/22487085.18921

Rueda, M., Cerero, J., Mena-Guacas, A., & Reyes-Rebollo, M. (2023). Impact of gamified teaching on university student learning. Education Sciences, 13(5), 470. https://doi.org/10.3390/educsci13050470

Spathopoulou, F., & Pitychoutis, K. (2024). Teachers’ attitudes on gamification: The Greek EFL context. International Journal of Education and Practice, 12(2), 163–176. https://doi.org/10.18488/61.v12i2.3630

Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.

Trinh, M., Chico, R., & Reed, R. (2023). How fun overcame fear: The gamification of a graduate-level statistics course. Organizational Behavior Teaching Review, 48(4), 735–776. https://doi.org/10.1177/10525629231181120

Turan, Z., Avinc, Z., Kara, A., & Göktaş, Y. (2016). Gamification and education: Achievements, cognitive loads, and views of students. International Journal of Emerging Technologies in Learning (iJET), 11(7), 64–69. https://doi.org/10.3991/ijet.v11i07.5455

Vanduhe, V., Nat, M., & Hasan, H. (2020). Continuance intentions to use gamification for training in higher education: Integrating the technology acceptance model (TAM), social motivation, and task technology fit (TTF). IEEE Access, 8, 21473–21484. https://doi.org/10.1109/access.2020.2966179

Yaşar, H., Kıyıcı, M., & Karataş, A. (2020). The views and adoption levels of primary school teachers on gamification, problems and possible solutions. Participatory Educational Research, 7(3), 265–279. https://doi.org/10.17275/per.20.46.7.3

Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1030790

Downloads

Published

2025-06-30

How to Cite

İpek, İmren, & İpek, M. B. (2025). The Relationship Between Teachers’ Attitudes Towards Gamification and Their Classroom Management Styles: Öğretmenlerin Oyunlaştırma Tutumlarının Sınıf Yönetim Stilleri ile İlişkisinin İncelenmesi. Journal of Management and Educational Sciences, 4(2), 129–144. https://doi.org/10.5281/zenodo.15778320

Issue

Section

Articles