Abstract
This study investigates teachers’ experiences with gamification in teaching coding and robotics in South African private schools. Despite the Department of Basic Education (DBE)’s introduction of coding and robotics into the national curriculum, learners continue to struggle with abstract concepts, and traditional pedagogies often fail to engage digital-native learners. Gamification has been identified as a strategy to enhance learner motivation, engagement, and conceptual understanding in STEM. However, empirical research in the South African private school context is limited.
The study uses a qualitative survey design, employing semi-structured interviews with ten teachers from the Intermediate, Senior, and FET phases. Thematic analysis was used to identify patterns in perceptions, classroom practices, learner motivation, and teacher preparedness. The research is framed by Game-Based Learning theory and the Technology Acceptance Model.
Findings indicate that teachers perceive gamification as an effective learner-centred strategy that enhances engagement, motivation, confidence, and collaboration. Tools such as Scratch, Kahoot, and Minecraft are intentionally aligned with curriculum objectives and are perceived as highly useful and easy to use. However, implementation is constrained by limited devices, unstable internet, large classes, time pressures, and insufficient professional development. Sustainable integration, therefore, requires adequate infrastructure, institutional support, and targeted teacher training.