Gamification and Motivation in Elementary Education: A Self-Determination Theory Approach to Teacher Perspectives

Abstract

Gamification is increasingly recognized as a strategy for enhancing student engagement in elementary education, yet there is limited research on how it supports core psychological needs related to student motivation, particularly from the perspective of classroom teachers. This study explores how teachers perceive the motivational impact of gamified instruction in relation to the psychological needs of autonomy, competence, and relatedness, as described by Self-Determination Theory. A total of 105 elementary school teachers participated in a cross-sectional survey that included both closed- and open-ended questions focused on motivational outcomes, specific game design elements, and implementation challenges. The results indicate that teachers perceive gamification as a meaningful way to support student motivation. Among the three psychological needs, competence received the highest ratings, followed by relatedness and autonomy. Teachers who used gamification more frequently reported stronger perceptions of its motivational benefits. Elements such as points, progress tracking, and collaborative play were viewed as especially effective, while competitive features like leaderboards were more polarizing. Reported barriers included limited time for lesson planning, insufficient professional development, and inequitable student access to technology. These findings suggest that gamification, when thoughtfully implemented, can support students’ intrinsic motivation in elementary classrooms, though broader institutional and structural support is essential for its sustained use.

Keywords: Elementary education; gamification; self-determination theory; student motivation; teacher perceptions.