Understanding How Gamified Programming Environments Shape Pre-service Teachers' Engagement and Instructional Readiness in Kazakhstan

Ainash Davletova¹Aliya Myrzanova^1*Manshuk Sabyrgalieva²

• ¹L.N. Gumilyov Eurasian National University, Nur-sultan, Kazakhstan
• ²Zhengir Khan West-Kazakhstan Agrarian Technical University, Uralsk, Kazakhstan

Introduction: Gamification is increasingly used in education to promote engagement, especially in STEM and digital literacy domains. However, limited research has explored how gamified programming platforms like Code.org support teacher education, particularly in Kazakhstan. Methods: This study applied a mixed-methods approach, guided by the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT), to examine pre-service teachers' perceptions of Code.org during a four-week intervention at Bolashak University. Forty participants engaged in structured training and completed surveys and focus groups. Results: Findings show high overall acceptance of Code.org among pre-service teachers, with strong ratings for usability and instructional relevance. While gamified features increased engagement initially, some participants noted declining motivation over time. Key challenges included infrastructure limitations and student readiness. Discussion: The study highlights the importance of pedagogical alignment and sustained support for integrating gamified tools in teacher training. Motivational gains can be maintained by incorporating meaningful learning tasks and adaptive scaffolding. Conclusion: Code.org demonstrates strong potential for teacher preparation in computational thinking and digital literacy, but its successful integration depends on contextual adaptation, professional development, and institutional support.