A Comparative Systematic Literature Synthesis on Pre-Service and In-Service Teachers’ Views about Gameful Education

Abstract

Gameful education can have numerous advantages, notably increasing learning motivation, enhancing learning performance, and fostering comprehensive personality development through increased engagement. However, the effective application of this methodology depends on teachers’ attitudes and beliefs. This scoping review aims to compare pre-service and in-service teachers’ attitudes regarding gamification and game-based learning, as well as to identify influencing factors that may impact their current or future gameful practices. The final sample for this scoping review included 215 studies. According to results, teachers generally show a positive attitude towards gameful methodologies, but they often do not apply them in practice, frequently citing external hindering factors. To support implementation, it would be worthwhile to examine the topic more from the non-digital perspective, as the use of traditional tools could facilitate teachers’ practices. Additionally, clarifying and standardising the theoretical framework would greatly contribute to the theoretical foundation of future research and the appropriate use of technical terms. Factors influencing the views and practices of both practising and future teachers can be categorised as follows: at the individual level, beliefs about gameful learning, experience, and personal characteristics, while at the institutional or system-level, factors include adaptability, environment, pedagogical development opportunities, materials, and regulations. This research could be useful for decision-makers and school leaders if they wish to support the practical implementation of gameful methodologies, as well as for practising and future teachers looking for guidance on successfully implementing gameful methods.