Teachers’ Attitudes Toward Gamification and Its Classroom Application in Elementary Schools

Gamification is reshaping classroom instruction by turning ordinary learning activities into opportunities for greater participation and engagement, yet its meaningful use ultimately depends on the teachers who bring it into practice. This study determined teachers’ attitudes toward gamification, the extent of its classroom application, and the relationship between these variables among elementary school teachers in the Sapang Dalaga District, Schools Division of Misamis Occidental. Using a descriptive-correlational research design, data were gathered through a researcher-made questionnaire that measured attitudes in terms of perceived usefulness, interest and willingness to use, perceived ease of use, and motivation to integrate gamification, while classroom application was examined through frequency of use, types of tools utilized, integration in lesson delivery, and use for motivation and engagement. Findings revealed that teachers had a very positive overall attitude toward gamification and applied it to a high extent in their classrooms. However, the variety of gamification tools utilized was limited, indicating that application was stronger in frequency, lesson integration, and motivational purposes than in the use of diverse tools. The relationship between teachers’ attitudes and classroom application was not statistically significant, indicating that favorable attitudes did not necessarily correspond with greater classroom use. The study concludes that positive attitudes provide a favorable foundation for gamification, but practical competence, resources, and instructional support may be important in translating such attitudes into broader and more purposeful classroom application.