The aim of this study was to identify and level the factors influencing the gamification of preschool children's education using a social constructivism approach. This research is applied in terms of purpose and mixed-method (exploratory) in terms of data type. The qualitative phase employed Glaser's grounded theory strategy, while the quantitative phase used interpretive structural modeling (ISM). Participants in the qualitative phase included 15 preschool center managers and academic experts selected purposefully. A semi-structured interview was used as the research instrument in this phase. The statistical population of the quantitative phase consisted of preschool center managers in Tehran, from which 10 individuals were selected as the sample. A researcher-made questionnaire was used in this phase. Qualitative results revealed ten influencing factors: curriculum content, institutional factors, manager's motivations and attitudes, teacher as a facilitator, child autonomy, family, classroom management, appropriate environment, access to resources, and socio-cultural atmosphere. Based on ISM, the factors were leveled into four categories. The highest dependency was observed for teacher as a facilitator, child autonomy, and classroom management. Institutional factors had the greatest influence.
Keywords: Gamification, Preschool, Social Constructivism.
Introduction
The integration of gamification into early childhood education has emerged as a promising approach to enhance learner engagement, motivation, and developmental outcomes. Gamification, defined as the application of game design elements in non-game contexts (Ofosu-Ampong, 2020), has attracted growing interest across various sectors, including education, organizational management, and health. In the educational domain, gamification is employed to foster interaction and motivation among students, ultimately supporting deeper learning processes (Kusuma et al., 2018). Research indicates that gamification can lead to improved learning outcomes, particularly when it introduces game mechanics (Caponetto, Earp & Ott, 2014). Despite its potential, the adoption of gamification in preschool settings faces several barriers. Limited budgets and lack of access to technological resources are commonly cited obstacles. However, negative attitudes toward digital games and technology, rooted in century-old naturalistic beliefs about childhood and learning (Sánchez Mena & Martí Parreño, 2017), remain underexplored as contributing factors. Although many parents still consider digital games less beneficial than outdoor play for social and cultural development, a growing number of early childhood researchers advocate for integrating technology and digital culture into early education (Ukala & Agabi, 2017). They argue that early learning environments can play a crucial role in bridging the digital divide across socioeconomic and cultural barriers (Nolan & McBride, 2014).

Materials and Methods
This research is applied in purpose and employs an exploratory mixed-method design. The qualitative phase utilized a Glaserian grounded theory strategy, while the quantitative phase employed Interpretive Structural Modeling (ISM).
Qualitative Phase: Participants were 15 preschool center managers in Tehran (with ≥5 years of experience) and academic experts in educational sciences, selected via purposive snowball sampling until theoretical saturation. A semi-structured interview was used. Data were analyzed through open, axial, and selective coding. Validity was confirmed by expert judgment, and reliability was established using inter-coder agreement (86%).
Quantitative Phase: The statistical population comprised preschool managers in Tehran. A sample of 10 experts (managers and academic specialists) was selected purposively. A researcher-developed questionnaire based on the qualitative findings was used, containing a self-interactive structural matrix. Content validity was confirmed by experts. ISM was applied to determine the hierarchical relationships and levels of the identified factors.

Results and Discussion
Qualitative Results: The analysis revealed ten factors influencing gamification in preschool education within a social constructivist framework:
1. Curriculum content
2. Institutional factors
3. Kindergarten manager's motivations and attitudes
4. Teacher as a facilitator
5. Child autonomy
6. Family involvement
7. Classroom management style
8. Appropriate kindergarten environment
9. Access to resources
10. Socio-cultural atmosphere of the kindergarten
Quantitative Results (ISM): The ISM analysis leveled the ten factors into four hierarchical levels (from most dependent to most independent):
- Level 1 (Highest Dependency – Outcomes): Teacher as a facilitator, Child autonomy, Classroom management style.
- Level 2: Family, Appropriate kindergarten environment, Socio-cultural atmosphere, Curriculum content, Access to resources.
- Level 3: Kindergarten manager's motivations and attitudes, Access to resources (interlinked with manager's attitudes).
- Level 4 (Highest Influence – Drivers): Institutional factors (interactive leadership, organizational culture, educational policy).
The dependency and driving power analysis showed that Institutional factors had the highest driving power and the lowest dependency, meaning changes at this level fundamentally transform the system. Conversely, Teacher as a facilitator, Child autonomy, and Classroom management had the highest dependency, indicating they are strongly influenced by other factors. The mutual relationship between manager's attitudes and access to resources (Level 3) highlights that leadership mindset directly affects resource availability.
Aligned with literature (Lamrani & Abdelwahed, 2020; Rohman & Fauziati, 2022), institutional factors emerged as the most critical drivers. Without supportive institutional leadership, culture, and planning, lower-level factors cannot effectively function. The dependency of teacher facilitation and child autonomy on upper levels reflects Vygotsky's ZPD and scaffolding: teachers need institutional support to act as facilitators, and children’s autonomy is only possible within a properly structured environment. Family and socio-cultural factors at Level 2 serve as mediating bridges between institutional drivers and classroom practices.
Conclusion
This study provides a novel, empirically grounded hierarchical model for gamification in preschool education based on social constructivism. The key innovation is identifying that successful gamification is not merely about adding game elements (points, badges) but requires a systemic approach where institutional factors (leadership, culture, policy) are the fundamental drivers. These influence managerial attitudes and resource access, which in turn shape family involvement, curriculum, environment, and finally classroom-level practices (teacher facilitation, child autonomy, classroom management). Practically, preschool managers should prioritize developing participatory leadership, fostering a collaborative culture, and allocating resources before expecting effective gamification. Furthermore, the findings emphasize that teacher training programs must focus on scaffolding strategies and creating interactive, dialogic classrooms aligned with Vygotsky's principles. The bidirectional relationship between managerial attitudes and resource accessibility suggests that leadership development directly impacts infrastructural improvements. Future research should test this ISM model quantitatively using structural equation modeling across diverse cultural and socioeconomic contexts.