Research examining teachers’ attitudes toward gamification is scarce, although attitudes play a critical
role in implementing a new pedagogical approach. The aim of this study was to understand whether
Slovenian educators are familiar with the concept of gamification, whether they have experience
using it, and what their attitudes are towards its use. A secondary goal was also to construct an
instrument that can capture the affective, behavioral, and cognitive components of teachers’
attitudes toward gamification. Based on survey results from 103 Slovenian educators, teachers did
not have a good understanding of gamification and had difficulty distinguishing it from game-based
learning, although more than 60% reported using the principles of gamification at least once in the
past year. However, teachers’ attitudes toward gamification are quite positive and they expressed an
interest in learning more about how to use it in their teaching. They would use it mainly to make
learning content more interesting and motivate their students but have concerns that it is difficult to
implement and that it would overwhelm them. The main findings of the study show that Slovenian
educators lack familiarity with gamification and competencies to effectively take advantage of its
benefits but are open and positive about adopting this innovative method to motivate their students.