What question did this study set out to answer?

This research aims to explore how teacher candidates perceive and engage with gamification within a Christian education context, particularly in relation to equity and inclusion.

March 2, 2026

Gamification as Christian pedagogy? Investigating teacher candidates’ perspectives

Key Points

This research aims to explore how teacher candidates perceive and engage with gamification within a Christian education context, particularly in relation to equity and inclusion.
Qualitative analysis of participant reflections
Examination of gamified learning experiences
Focus on equity, diversity, inclusion, and belonging (EDIB)
Teacher candidates linked their faith perspectives with gamification
Gamification showed potential to enhance understanding of EDIB concepts
Insights contribute to integrating faith-based values into instructional design

Abstract

This research explores the intersection of gamification, the Christian imagination, and teacher education, with a focus on equity, diversity, inclusion, and belonging (EDIB). An examination of how teacher candidates in a Christian higher education setting perceive and engage with gamified learning experiences was conducted. Through qualitative analysis of participant reflections, the potential of gamification to enhance understanding of EDIB concepts with a faith-based lens were explored. The findings offer insights into how teacher candidates made connections between their understandings of faith and gamification. The research contributes to the growing body of literature on gamification in education while integrating faith-based values into instructional design strategies.

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