EXPLORING PRIMARY ENGLISH TEACHERS’ ATTITUDES TOWARD GAMIFIED LEARNING PLATFORMS

Abstract

This study explores the feelings of primary English teachers in Bandung, Indonesia, about the using of gamified learning platforms. A qualitative approach was used for the research. It means simply that it did involve more detailed conversations. Four primary English teachers were interviewed with a semi-structured guide to understand their opinions about using these platforms in their classes. They talked about topics such as perceived benefits and platform use in lessons. They also addressed how much students engage plus the challenges they have when trying for their use. Most teachers view gamified platforms in a positive light, as the findings indicate. These tools, they believe, may encourage active learning as well as help keep students motivated, also making it easier for students to learn grammar and vocabulary through enjoyable activities. Gamification can also assist teachers to track students’ progress as well as manage the classroom more effectively, teachers think. The study found some key issues, however, for example, unreliable internet connections, not enough student devices, and digital teaching methods training lacking. Teachers all agreed that gamified tools such as Kahoot, Quizizz, Baamboozle, and Wordwall are useful supplemental resources for teaching English despite the challenges. The study suggests schools need to provide more in the way of support and improve facilities. Schools also need to be sure to offer training for their teachers for improved use of gamification in primary education. This can create more focused and engaging learning experiences for students.