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The study examines pre-service preschool and primary school teachers’ knowledge and opinions toward gamification and its classroom use. Eighty-one pedagogy students from Babeș-Bolyai University participated, including participants across first and second study years. Data from an online questionnaire were analyzed quantitatively and qualitatively. Results show confusion between gamification and game-based learning, while perceived utility is high, especially for motivating and actively involving learners. Key disadvantages involve lesson preparation time and curriculum constraints, alongside limited methodological knowledge and some teachers’ negative attitudes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/prospective-preschool-and-primary-school-teachers-knowledge-and-opinion-about-gamification/588170/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/prospective-preschool-and-primary-school-teachers-knowledge-and-opinion-about-gamification/588170.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the research investigate about gamification?","Question",{"text":112,"@type":113},"It investigates pre-service preschool and primary school teachers’ knowledge and opinions about gamification and how they think it should be used in education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected and analyzed in the study?",{"text":117,"@type":113},"An online questionnaire was developed, and the results were analyzed both quantitatively using closed questions and qualitatively using open questions.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits and disadvantages did participants most often mention?",{"text":121,"@type":113},"Participants most frequently highlighted that gamification motivates and actively involves students. The biggest disadvantage was the time needed to prepare gamified lessons and allocate time during class.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588170,1792160899,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","PROSPECTIVE PRESCHOOL AND PRIMARY SCHOOLTEACHERS’ KNOWLEDGE AND OPINION ABOUT  \nGAMIFICATION  \nEdina-Timea OPRIȘ, Éva BÁLINT-SVELLA, Iuliana ZSOLDOS-MARCHIȘ  \nAbstract. Gamification is a rather new method in education and unfortunately is not a widely known method among Hungarian primary school teachers in Romania. This paper presents the knowledge and opinion of pre-service preschool and primary school teachers about gamification and its use in education. In this study 81 Primary and Preschool Pedagogy students from BabeșBolyai University were participated, 80 of them were female and 1 male. 40 students are in first year and 41 in second year of their studies. The research was carried out during February-March 2020 at Babeș-Bolyai University, Romania. To get to know their point of view and knowledge about gamification, an online questionnaire was developed by the authors. The obtained data was quantitatively (closed questions) and qualitatively (open questions) analyzed. According to the results, half of the students think that there is no difference between gamification and game-based learning and for three quarter it is difficult to see the differences. This is surprising as students were taught about gamification before filling in the questionnaire. Students perceive a high level of utility of gamification in education. The most frequently mentioned benefits by the participants are that gamification motivates and actively involves students. Even if participants gave many advantages of integrating gamification in education, the biggest disadvantage is related with the time necessary for preparation of a gamified lesson and for the time-allocation during the lesson.  \nAs obstacles of using gamification, they mentioned the negative attitude or/and lack of methodological knowledge of some teachers and the constrains ofthe curriculum. Most of the preservice teachers prefer both paper-pencil based and technology-aid gamification. They consider solving exercises the most suitable for gamification.  \nKeywords: gamification, pre-service preschool teachers, pre-service primary school teachers  \n1. Introduction  \nWe live in a world of constant change, where we must constantly adapt to challenges if we want to keep pace with development. We will need more and more complex systems of skills to lead a successful life. The foundation and development of these ability systems and key competencies is the task of the current education, therefore it is essential to open to the new in the field of education as well.  \nTraditional teaching methods tend to have a fixed learning structure that in some way prevents the child's motivation, creativity, and innovative skills from developing. Students receive theoretical rather than practical instruction, which encourages them for memorizing knowledge instead of developing competencies. Thus, using innovative approaches that provide a better education is an effective way to address this issue. Gamification can be one such new opportunity for innovation.  \nTo be widely spread, gamification must become familiar for teachers. The use of this method has many benefits, but without a strong methodological knowledge about the integration of this method in the classroom it could have also negative effects. The implementation of gamification has barriers, as  \nlack of time for preparing the game, lack of methodological knowledge of the teachers, and lack of resources (Sánchez-Mena & Martí-Parreño, 2017) .  \nGamification is not a widely known method among Hungarian primary school teachers in Romania, only one third of the participants in the study driven by Hari and Zsoldos-Marchis (2020) heard about this method. Participants were given a short description of gamification, but one third of those who have already heard about gamification confused it with game-based learning.  \nIn this paper a research among pre-service preschool and primary school teachers is presented about their knowledge and opinion on gamifi","cbCaiadAkiAtG212","https://ap.wps.com/l/cbCaiadAkiAtG212","pdf",300687,11,"English","# Introduction\n## Traditional teaching challenges and need for innovation\n## Barriers to implementing gamification\n# Theoretical background\n## Definitions and origins of gamification\n## Gamification vs. game-based learning\n## Reported benefits and impacts\n# Study focus","[{\"question\":\"What does the research investigate about gamification?\",\"answer\":\"It investigates pre-service preschool and primary school teachers’ knowledge and opinions about gamification and how they think it should be used in education.\"},{\"question\":\"How was data collected and analyzed in the study?\",\"answer\":\"An online questionnaire was developed, and the results were analyzed both quantitatively using closed questions and qualitatively using open questions.\"},{\"question\":\"What benefits and disadvantages did participants most often mention?\",\"answer\":\"Participants most frequently highlighted that gamification motivates and actively involves students. The biggest disadvantage was the time needed to prepare gamified lessons and allocate time during class.\"}]","PROSPECTIVE PRESCHOOL AND PRIMARY SCHOOL TEACHERS’ KNOWLEDGE AND OPINION ABOUT GAMIFICATION | PDF",1792064680,28]