Gamification, or the application of game design elements to non-game contexts, is gaining popularity in a variety of fields, including education. Despite an increase in academic research into the use of gamification in education, little is known about the main drivers and barriers that teachers face when implementing gamification in their classes. 16 online structured interviews were conducted using a phenomenology approach to explore the main drivers that encourage teachers in Higher Education institutions to use gamification in their courses. The main roadblocks to teachers using gamification were also investigated. There were four main drivers (attention-motivation, entertainment, interactivity, and ease of learning) as well as four main barriers (lack of resources, students' apathy, subject fit, and classroom dynamics).

Manu Melwin Joy

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