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Gamification with digital education programs is now one of the dominant trends in educational organizations, as it is recognized to offer significant cognitive, emotional and social benefits to students. The purpose of this study was to investigate teachers' views and attitudes towards this trend. Specifically, using a sample of 107 individuals from the Kozani’s regional unit and a structured questionnaire based on a study of De Grove et al. (2012), the present study sought to identify teachers' beliefs and attitudes towards digital educational games. The statistical analysis of these views was carried out using frequency tables, averages and standard deviations, analysis of variance, correlation and regression analysis. The results have shown that the majority of teachers favor digital learning programs as they find them useful, easy to use, relevant to the teaching material and with learning opportunities for students. However, their experience in using them appears limited. As a result, the desire to adopt them in teaching appears to be high. In addition, no evidence of systematic differentiation of the above views according to gender, age, past service and specialty of teachers was found, while a systematic positive correlation was found between all dimensions examined. Consequently, the intent to use digital education programs is increasing as more useful, more easy-to-use, more content-relevant, and more learning-opportunities providers they are seen by teachers as well as teachers' relative experience increases. Most important of these parameters are perceived utility, perceived relevance, and teacher experience.