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GamificationFundamental refersconcepts underlie every scientific field. Among them, there are concepts that represent a turning point in the understanding of the field and whose understanding is a significant challenge for students. Such concepts are called threshold concepts. The aim of this paper is to provide an overview of the characteristics of threshold concepts that distinguish them from fundamental concepts, to identify threshold concepts in the field of computer science, and to emphasize the need for selecting appropriate teaching strategies and approaches for teaching threshold concepts using digital technology.
In addition to the uselist of gamethreshold elementsconcepts in acomputer non-gamingscience context,derived such asfrom the teachingliterature process.review, Ita referslist of threshold concepts derived from research with computer science teachers is presented. The nominal group technique, which provides a structured approach to idea exchange within the group, was used to identify threshold concepts. Participants first identified the threshold concepts individually by writing explanations and then presented them to the additiongroup. ofThe activitiesgroup and/ordiscussed contentand thatvoted areto typicallyreach presenta consensus. In identifying threshold concepts, the focus was on recognizing transformative and integrative features to identify concepts whose understanding triggers a significant shift in games to learning content or activities and to other processes during classes with the aim of encouraging students' motivation, their activity or competitiveness.
The paper will present the resultsunderstanding of the research,subject whicharea aimsand makes connections that were previously hidden.
Identifying threshold concepts can help guide learning and teaching. With a better understanding of the difficulties students face, teachers can provide personalized support to examinehelp students master these concepts using technology. Further research will focus on analyzing the familiaritypossibilities of primaryapplying educationapproaches teachersbased andon studentseducational ofrecommender teachersystems 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 connection between personality traits and attitudes of respondents towards the implementation of gamification infor teaching willthreshold be examined. The research was conducted 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 the results will show that there is no statistically significant difference between respondents in their attitudes towards gamification in class and that a positive attitude is a statistical predictor of future use of gamification in class. It is expected that the results will show that the intention to use gamification in the future is statistically significantly related to openness to new experiences and self-efficacy.concepts.
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