The Level of Teachers’ Readiness and Challenges in Implementing Gamification

Abstract

This study presents a systematic literature review on the level of teachers’ readiness and the challenges faced in implementing gamification in the context of education. Gamification is an interactive approach to teaching and learning. This strategy is proven to increase students’ interest, motivation and involvement in learning As the use of gamification in teaching and learning continues to increase, understanding the level of teachers’ readiness and the key obstacles they face to implement is essential to have a successful implementation. This research is grounded in the PRISMA framework and analyzes the journal articles published between year 2020 and 2025 from the databases such as DOAJ, Ebasco, Eric, Frontiers, Proquest, SciDirect, Web of Science, Springer, ResearchGate and Scopus. This review is conducted to answer the following questions about the level of teachers’ readiness in implementing gamification in education and the key challenges faced by teachers in implementing gamification across various contexts and teaching environments. The results indicate that varying levels of teachers’ readiness are influenced by factors such as skills, knowledge and access. Teachers’ readiness towards gamification is not uniform and reflects mixed perceptions. Key challenges include unstable internet connection, technical constraints, time constraints, lack of resources and limited professional skills training in gamification are identified. On the other hand, this review reveals crucial gaps in existing research and offers suggestions for further research and policy development to enhance the implementation of gamification in education.