Teacher Perceptions of Gamification's Influence on Student Engagement and Learning in Nigerian Primary Schools

ABSTRACT This study investigated teachers' perceptions on the impact of gamification on student engagement and learning outcomes in Nigerian primary schools, aiming to bridge the gap between traditional teaching methods and contemporary learner needs. A mixed‐methods approach was utilised, involving quantitative and qualitative data collection through an online survey distributed to 82 primary school teachers. The results revealed that most of the respondents incorporated gamification techniques weekly, with badges and points being the most frequently used elements. Gamification was most commonly applied in Maths, followed by English, Science and other subjects. Teachers perceived significant positive impacts on academic achievement, student participation and knowledge retention, though challenges such as lack of technological resources, curriculum alignment, scepticism from stakeholders, and insufficient teacher training were highlighted. Thematic analysis of qualitative data identified themes related to enhancing problem‐solving abilities, catering to diverse learning styles and fostering healthy competition. Despite challenges, the study found unanimous support for gamification, with teachers willing to undergo further professional development. The findings suggest that gamification holds promise for transforming educational environments in Nigerian primary schools by promoting active engagement, motivation, and improved academic performance, although addressing technological and training barriers remains crucial.