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TheGamification aim of this paper wasrefers to investigate and analyze the attitudes of biology, chemistry, mathematics, and physics teachers towards e-learning considering gender, age, and the type of school they work at.
Teachers from different parts of the Republic of Croatia participated in the study (N=208). For this research, the original Test of e-Learning Related Attitudes (TeLRA) scale was used, which examines teachers' attitudes towards the challenges of e-learning, the benefits of e-learning, the use of computergame systemselements in a non-gaming context, such as the teaching process. It refers to the addition of activities and/or content that are typically present in games to learning content or activities and preferencesto regardingother e-learningprocesses innovationsduring classes with the aim of encouraging students' motivation, their activity or competitiveness.
The paper will present the results of the research, which aims to examine the familiarity of primary education teachers and students of teacher education with the concept of gamification and their attitudes towards its use in teaching. Differences in the intention to use gamification in the future between respondents and the useconnection between personality traits and attitudes of computersrespondents towards the implementation of gamification in leisureteaching time.will Thebe questionnaireexamined. included general information about the teachers (gender, age, subject and school where they work).
The research resultswas showedconducted with an online questionnaire on a convenient sample of N=200 teachers and students from the Faculty of Teacher Education in Zagreb who are employed or studying in Zagreb. It is expected that teachersthe predominantlyresults havewill show that there is no statistically significant difference between respondents in their attitudes towards gamification in class and that a positive attitude towards e-learning. Compared to female teachers, male teachers haveis a slightlystatistical strongerpredictor preferenceof for thefuture use of computersgamification in lesson preparation and prefer to be informed about technological innovations. Older teachers are less confident in using computers. Chemistry and biology teachers consider e-learning to be more challenging, have a more negative attitude towards the use of computer systems and less interest in e-learning innovations and the use of computers than math and physics teachers, but agree that e-learning has advantages over other teaching methods.
The results of this study contribute to a better understanding of teachers' acceptance and use of e-learning.class. It is importantexpected that teachersthe areresults willingwill show that the intention to adaptuse gamification in the future is statistically significantly related to openness to new realitiesexperiences and look for opportunities to improve their skills in e-learning, as this is key to creating a higher quality and more modern educational process.self-efficacy.
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