Gamification, or using game elements in non-game environments, is a growing trend in education used as a means of addressing issues with student demotivation and disengagement. Yet, the links between motivation and applied gamification have much to be explored in the literature. Furthermore, scholarly research on gamification lacks attention to its usage in secondary educational settings. This qualitative study involves interviews and document analysis of ten high school teachers who were currently using gamification methodology to disseminate curricular content. The results of this study have led to the inception of different motivational models of gamification frameworks and an evidence-based theoretical matrix that explains students' gamified experiences. Implications for educators of 21st century learners are offered. Moreover, the possible impact gamification can have for future secondary school leadership and suggestions for future research are also provided.
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