Gamified Teacher Training Modules and Their Impact on Engagement

Published Paper PDF: View PDF

Suresh Kumar

Independent Researcher

Delhi, India

Abstract
Gamification has increasingly become a transformative approach within educational contexts, leveraging game design principles to motivate and engage learners in non‑game environments. In professional development, particularly teacher training, maintaining high levels of motivation and engagement presents an ongoing challenge. This study explores the design, implementation, and impact of gamified teacher training modules on participant engagement, satisfaction, and perceived learning effectiveness. Over eight weeks, 210 in‑service teachers from diverse subject areas participated in a series of four gamified online workshops incorporating points, badges, leaderboards, narrative quests, and immediate feedback mechanisms. Employing a mixed‑methods design, participants completed pre‑ and post‑intervention surveys measuring self‑reported engagement, satisfaction, and perceived efficacy, supplemented by optional open‑ended reflections. Quantitative analysis revealed statistically significant improvements in engagement (ΔM = +1.1 on a 5‑point scale; p < .001) and satisfaction (ΔM = +1.1; p < .001), with a large effect size (Cohen’s d > 1.1). Qualitative feedback highlighted narrative framing and instant feedback as the most influential elements, fostering a sense of progression, autonomy, and relatedness. While competitive features like leaderboards spurred motivation for many, a subset of participants reported stress and suggested team‑based alternatives. Findings inform best practices for integrating gamification into scalable, cost‑effective professional development that sustains teacher motivation and supports ongoing skill acquisition. Recommendations address balancing intrinsic and extrinsic motivators, incorporating optional competitive elements, and anchoring modules in meaningful narratives. Implications extend to instructional designers, school administrators, and policy makers seeking evidence‑based strategies to revitalize teacher learning communities and enhance the transfer of training into classroom practice.

Keywords
Gamification, Teacher Training, Engagement, Professional Development, Educational Technology

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