The Implementation of Gamification into Teaching English at Public Primary Schools in Zliten, Libya

Kamila Algwil

doi:10.36602/faj.2026.n22.13

Authors

Kamila Alhadi Algwil Faculty of Human Sciences, Asmarya Islamic University, Libya https://orcid.org/0000-0001-6318-7114

DOI :

https://doi.org/10.36602/faj.2026.n22.13

Keywords:

Gamification, game-based learning, challenges, teachers

Abstract

This research focuses on incorporating gamification into teaching English in Libyan classes. It is a qualitative study to explore primary school teachers’ perceptions and perspectives. Semi-structured interviews and observations were conducted to gain an in-depth data. 40 primary school teachers were selected purposively from two Libyan schools over a period of six months. The findings revealed that almost all participants have positive attitudes towards the gamification. It has been found that the implementation of gamification can enhance engagement and understanding, and improve knowledge retention. Furthermore, gamification can foster student-centred learning and collaborative learning through real-time feedback on students’ performance that can assist students to monitor their progress. The results also revealed that while the implementation of gamification into teaching has many benefits, there are a number of challenges. The findings indicated that limited resources and insufficient number of qualified teachers can affect the implementation of gamification adversely. Additionally, it has been found that over-reliance on rewards can have a negative impact on students’ engagement as if rewards are removed, students can be disengaged. Moreover, the findings indicate that a competitive environment could adversely affect students’ level. This study can provide insight for educators, policymakers, and curriculum designers who aim to incorporate educational games into classes.

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