Pre-Service teachers' pedagogical experiences in implementing gamification during their MBKM school teaching practicum

In Indonesia, research on gamification in language education has mainly focused on students’ outcomes rather than teachers’ classroom experiences. This study explores pre-service EFL teachers' pedagogical experiences in implementing gamification, focusing on their experiences during the implementation of gamification, challenges faced, and strategies used to overcome them. This research uses a qualitative approach with a multiple case study design, involving three pre-service teachers who have participated in the Merdeka Belajar Kampus Merdeka (MBKM). Data were collected through semi-structured interviews and learning video analysis. The findings show that gamification positively influences EFL learning by increasing student enthusiasm, engagement, and understanding – particularly in vocabulary and grammar. It also created a lively classroom atmosphere. However, they faced challenges such as technical issues, difficulties aligning game content with students' proficiency, and managing time and classroom dynamics. Some students also focused more on the game aspect rather than on learning objectives. To overcome these issues, pre-service teachers adopted strategies including providing non-digital alternative media, improving digital literacy through social media, adjusting learning schedules, and implementing adaptive classroom management. This study provides empirical insights into how pre-service teachers deal with classroom realities when implementing gamification, offering implications for teacher training and curriculum design that promote innovative and also contextualized learning technologies in English as a foreign language (EFL) classroom.