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Abstract
The study examined university students’ perceptions of using gamification in an educational technology-related course. The study employed a descriptive exploratory mixed-methods approach using a one-group pre-post design. The use of the gamification approach lasted for three weeks. The participants were female students enrolled in an “introduction to educational technology” course in the second semester of the 2024/2025 academic year at a university in Kuwait. The class had 50 students. Data were collected using a questionnaire over two rounds. The results showed that students consistently held positive perceptions of gamification, both before and after a three-week intervention, with high mean scores across dimensions such as engagement, motivation, interactivity, and learning effectiveness. Although no statistically significant differences were found between pre- and post-intervention responses, slight increases were observed in students’ enthusiasm, willingness to recommend gamified courses, and appreciation for interactive elements. Open-ended responses reinforced these findings, highlighting motivational, cognitive, social, and organizational benefits. At the same time, some concerns were raised about classroom disruption, competitiveness, and technical issues. However, students’ overall views became more balanced and accepting after experiencing gamification. Based on the findings, a set of recommendations was provided.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 10, 2025, Article No: em2718
https://doi.org/10.29333/ejmste/17177
Publication date: 01 Oct 2025
Online publication date: 30 Sep 2025
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