Akademik Veri Yönetim Sistemi
INTERACTIVE LEARNING ENVIRONMENTS, 2026 (SSCI, Scopus)
This study presents the design and evaluation of a professional learning model aimed at promoting instructional improvement and long-term teacher development in gamification. A qualitatively oriented mixed-methods design was employed. To ensure relevance, the model was informed by multiple data sources, including a needs analysis based on interviews with 21 teachers and teacher educators, as well as survey data from the Professional Learning Scale administered to 528 teachers. The model was then implemented through an interactive online training program on gamification with 53 in-service teachers. Evaluation data were collected from lesson plans, reflective reports, system analytics, and follow-up surveys. A four-year longitudinal follow-up with seven participants offered rare insights into the sustained effects of the model. Findings indicate that the model supported teachers in enhancing gamification strategies, integrating technology, and adopting reflective, student-centred approaches. Teachers also reported positive impacts on students, including increased motivation, deeper engagement, and more active participation in class. The model's emphasis on interactive and reflective learning enabled teachers to link professional growth with classroom outcomes. This adaptable, field-tested framework contributes to the literature on innovative teacher learning by emphasizing needs-based design, interactivity, relevance, flexibility, and sustainability in professional development.