Pixel International Conferences

Gamification is receiving an increasing attention as a teaching methodology because the potential to motivate and to engage students in their learning process. Nevertheless despite this increasing interest in the use of gamification in education little is known about the reasons why teachers use (or not) gamification in their classes. By analyzing the main drivers and barriers that encourage or prevent teachers to use gamification in their courses managers in higher education institutions can both motivate and help teachers in the adoption of gamification as a teaching methodology. To answer these questions a phenomenology approach was used. A total of 26 teachers serving in higher education institutions were interviewed using online structured interviews. Results suggest four main drivers that we named attention-motivation, entertainment, interactivity, and easiness to learn that act as drivers to use gamification. Results also suggest four main barriers –lack of resources, students, subjects, and classroom dynamics– that prevent teachers to use gamification in their courses. Results suggest that teachers might perceive the use of gamification both as a benefit but also as a potential harm. Managerial recommendations for managers of higher education institutions, limitations of the study, and future research lines are addressed.