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The urge to integrate gamification into the traditional curriculum as a new educational technology tool has garnered widespread popularity throughout the years. In that light, unknown is the degree to which Namibia can adopt game-based learning in its educational system, precisely the middle schools. Consequently, the purpose of this study was to ascertain the perceptions of learners and teachers toward the effective integration of gamification into the mathematics curriculum for middle school learners in Windhoek, Namibia. Grounded in the pragmatism philosophy, the study adopted a mixed research method in which quantitative data were obtained from 876 learners in middle school grades while qualitative data were acquired from 29 mathematics teachers using questionnaires with close-ended and open-ended questions, respectively. To dive into the phenomenon, the study analyzed quantitative data using structural equation modeling in the LISREL program, while qualitative data were analyzed using coding and reflexive thematic analysis with direct quotations in ATLAS.ti software. Based on the findings, learners and teachers in Windhoek expressed positive perceptions of integrating gamification into the middle school mathematics curriculum. However, the study also reveals the possibilities of gamifying the mathematics curriculum to be merely effective at the first stage of implementation, but other subjects are at stake, and not inclusive-friendly to learners from previously disadvantaged backgrounds, as emerged from the qualitative aspect of the study. Thus, the research calls for cohesive support in terms of financial support, non-financial support, and human capital support from the private sector, government, and international organizations to ensure the effective integration of gamification without jeopardizing other subjects and the inclusivity of vulnerable learners and those in remote areas. |
