Awareness and Adoption of Gamification Technology in Enhancing Library User Participation in Kaduna State Primary and Secondary Schools

Gamification application of game design elements to non-game settings holds significant promise for motivating students and improving engagement in educational environments. This study assessed the awareness and adoption of gamification technology (e.g., Kahoot, Quizizz, badges, leaderboards) within primary and secondary school libraries in Kaduna State, Nigeria. Employing a descriptive cross-sectional mixed-methods design, data were collected from 360 students and 48 teachers via structured questionnaires, as well as interviews with 15 librarians and educators. Quantitative analysis (SPSS v27) revealed higher awareness among secondary (78%) than primary (55%) students, and limited practical use in library contexts (20% of teachers). Perceived benefits included increased motivation (85%), improved attendance (72%), and enhanced digital literacy (65%), though major barriers were identified unstable electricity (82%), inadequate ICT infrastructure (76%), and insufficient training (60%). Qualitative findings highlighted limited knowledge of gamification, enthusiasm among early adopters, and the importance of leadership support and digital readiness. These results underscore that while gamification is viewed positively, successful implementation in school libraries requires robust strategies comprising infrastructure upgrades, targeted training, pilot programs, and policy integration. The study offers evidence-based recommendations for library stakeholders and education policymakers in Kaduna, emphasizing gamification’s potential to make libraries dynamic learning hubs.