Teachers’ Perceptions of Gamification in Online Basic Chinese Courses for Primary School Students: Use and Challenges

Abstract

With the rapid expansion of digital technology and the growing prevalence of online education, gamification-the integration of game-based elements into instructional design-has become an increasingly prominent approach in online language learning. Existing research has largely focused on university-level learners, app-based language platforms, or general gamification design principles, with limited attention to how teachers of Chinese as a foreign language (TCFL) apply gamification in online basic Chinese courses for young beginners. Moreover, few studies have examined teachers’ perceptions, the challenges they encounter, and the strategies they employ in real instructional settings. To address this gap, this study investigated how 139 TCFL teachers perceived and used gamification in online Chinese courses for primary school students and explored the instructional challenges they faced as well as the solutions they adopted. A mixed-methods approach was adopted, with quantitative and qualitative data analyzed using SPSS 27 and content analysis, respectively. The questionnaire data showed that TCFL teachers reported a high level of gamification use in online Chinese instruction (x̄ = 3.782, SD = 1.300). While they expressed positive attitudes toward gamification (x̄ = 3.649, SD = 1.364), they also identified significant challenges (x̄ = 3.944, SD = 1.234). Interview data further revealed that common gamification types primarily supported learning motivation, cultural knowledge expansion, and language skills practice. The relevance of tools such as Pinyin Cannon and Chinese Character Puzzles to Chinese language learning was particularly emphasized. Although gamification was found to improve student motivation, engagement, and learning outcomes, TCFL teachers still faced multiple challenges, including: 1) balancing games with teaching objectives; 2) resource limitations; 3) technical barriers; 4) insufficient accommodation of diverse learning styles; and 5) limited parental awareness. To address these challenges, teachers employed creative strategies such as designing customized games and preparing backup lesson plans. By highlighting teachers’ firsthand experiences and practical pedagogical responses, this study contributes to the literature by offering an empirically grounded understanding of how gamification functions in online TCFL contexts for young learners. The findings provide actionable implications for educators, program designers, and policymakers aiming to enhance the quality and effectiveness of online Chinese language instruction through gamification.