Gamification Strategies and Their Influence on Students’ Motivation and Engagement in Early Childhood Learning: A Comparative Study of Public and Private Schools in Dodoma City

Alu John Misai & Zawadi Richard Juma
Education Department, St John’s University of Tanzania.
Email: johnallu920@gmail.com

Abstract: In Tanzania, many early-grade learners struggle with low levels of engagement and motivation, which hampers their mastery of foundational skills in literacy and numeracy. In response to these challenges, gamification has emerged globally as a promising pedagogical approach; however, its adoption and influence within the Tanzanian context remain under-researched. Therefore, this paper presents a comparative analysis of gamification strategies and their effects on motivation and engagement in early childhood learning within public and private schools in Dodoma City. The study specifically examines how differences in school environments affect the implementation and outcomes of gamified teaching methods, particularly in promoting pupils’ motivation and engagement in learning basic skills (3Rs). Using a qualitative multi-case design, data were collected from two public and two private primary schools through interviews, focus group discussions, and classroom observations. Findings reveal that private schools utilize more digital gamification tools due to their better infrastructure, while public schools tend to rely on traditional games. Despite contextual differences, teachers in both settings perceived gamification as an effective approach for increasing pupil engagement and motivation. Challenges included a lack of digital tools in public schools and inconsistent training across all schools. The study recommends increased investment in infrastructure, equitable access to technology, and teacher professional development programs tailored to gamification pedagogy.