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In the ever-evolving landscape of higher education, the incorporation of innovative teaching methods to effectively engage and empower learners has become crucial (Brull & Finlayson, 2016). One such approach that has been gaining considerable attention is gamification, a strategy that applies game design elements and principles in nongaming contexts, including the classroom (Deterding et al., 2011). By implementing gamification, we have the potential to transform the learning experience, making it more interactive, engaging, and motivating (Wiggins, 2016). However, the implementation of this technology in higher education institutions continues to be constrained (Børte et al., 2023), prompting inquiries about the underlying factors that are contributing to this limitation and about the potential approaches to adopt it. The primary objective of this study was to investigate and analyze the significant concerns surrounding the implementation of gamification in higher education, with the intention of making a valuable contribution to the existing body of knowledge in this field.
In recent years, there has been a notable surge of interest in gamification, that is, the integration of game components into contexts that are not inherently game related (Deterding et al., 2011). The appealing nature of this strategy for educators worldwide stems from its ability to boost results related to motivation, engagement, and learning. Despite its potential, however, the implementation of gamification in higher education is still limited (Lester et al., 2023).
The objective of this study was to examine the factors that contribute to the limited adoption of gamification in higher education. In the pursuit of novel pedagogical approaches, institutions are increasingly exploring the integration of gamification to augment the educational process (Sam-Epelle et al., 2022). Hence, it is imperative to discern and overcome the obstacles that are impeding its implementation and formulate tactics that facilitate its assimilation inside educational environments. The study encompassed primary stakeholders at an academic institution, the American University of Bahrain (AUBH), with a specific emphasis on senior executives and esteemed faculty members who hold significant influence in the realms of curriculum development and technology breakthroughs.
The educational environment in Bahrain is currently witnessing an increasing focus on innovation within the realm of higher education (Aldulaimi & Abdeldayem, 2019). This emphasis is primarily propelled by both national policies and the worldwide need for a proficient and capable labor force (Aldulaimi & Abdeldayem, 2019). However, this move toward innovation raises concerns about how traditional teaching methods fit with new technology and teaching trends, including questions about the alignment of traditional teaching methods with emerging technological and pedagogical trends. Gamification, as a relatively new approach, adds complexity to this tension.
For various reasons, this research is critical, timely, and of significant interest. To begin, it fills a significant gap in the research by investigating the factors impacting gamification uptake in higher education institutions in Bahrain and similar contexts. Furthermore, it provides valuable insights that are not only relevant to scholars but also hold practical implications for educational policymakers and practitioners. The results have the capacity to influence the formulation of efficacious gamification application tactics, ultimately yielding advantages for both students and educators.