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.
Acosta-MedinaJKTorres-BarretoMLCárdenas-PargaAF (2021) Students’ preference for the use of gamification in virtual learning environments. Australasian Journal of Educational Technology37(4): 145–158.
Bacsa-KárolyiBFridrichMFehérváriA (2025) The impact of a gamified course on pre-service teachers’ perspectives toward gamification. Journal of Digital Learning in Teacher Education41(2-3): 1–13.
4.
BallorJJFlikkemaM (eds) (2020) Abraham Kuyper: Collected Works in Public Theology. Lexham Press.
5.
BarataGGamaSJorgeJ, et al. (2013) Improving participation and learning with gamification. In: Proceedings of the first international conference on gameful design, research, and applications, Gamification’ 13. Association for Computing Machinery, New York, NY, USA, 2 October 2013, pp. 10–17.
6.
BauchamVT (2021) Fault Lines: The Social Justice Movement and Evangelicalism’s Looming Catastrophe. Salem Books.
7.
BirchHJS (2023) Understanding motivational differences through the lens of gamification user types. International Christian Community of Teacher Educators Journal18(1): 1–17.
8.
BirchHJSPikeB (2026) The dotted line: Depicting self-awareness as integral to teacher identity development. In Proceedings of Research & Teaching Conference.
9.
BirchHJSPikeBMessengerY, et al. (2025) A theoretical framework for pre-service teacher leadership informed by SEL capacity building, and culturally responsive and sustaining pedagogy. In: SmithCSchnellertL (eds) Research in Teacher Leadership in Canada: Transformative and Contextualized Agency. Canadian Association for Teacher Education/Canadian Society for the Study of Education, pp. 478–512.
10.
BitektineA (2008) Prospective case study design: qualitative method for deductive theory testing. Organizational Research Methods11(1): 160–180.
11.
BotraARerselmanMFordM (2014) Gamification beyond badges. In: Proceedings of the IST Africa Conference and Exhibition, Le Meridien Ile Maurice, May 8,2014.
12.
BraunVClarkeV (2006) Using thematic analysis in psychology. Qualitative Research in Psychology3(2): 77–101.
CreswellJWMillerDL (2000) Determining validity in qualitative inquiry. Theory Into Practice39(3): 124–130.
15.
CreswellJWHansonWEPlanoVL, et al. (2007) Qualitative research designs: selection and implementation. The Counseling Psychologist35(2): 236–264.
16.
DamiZAButarbutarMKusradiSW (2023) Two different models of pedagogy: rethinking teachers’ pedagogy competency in Christian religious education. International Journal of Christianity & Education27(2): 142–167.
17.
DavisL (2024) Becoming by Beholding: The Power of the Imagination in Spiritual Formation. Baker Academic.
18.
DeciELRyanRM (2008) Self-determination theory: a macrotheory of human motivation, development, and health. Canadian Psychology49(3): 182–185.
19.
DeterdingSDixonDKhaledR, et al. (2011) From game design elements to gamefulness. In: Proceedings of the 15th international Academic Mindtrek conference on envisioning future media environments - MindTrek ’11, New York, NY, 2011, pp. 9–15.
20.
DichevaDDichevCAgreG, et al. (2015) Gamification in education: a systematic mapping study. Journal of Educational Technology & Society18(183): 75–88.
21.
DomínguezASaenz-de-navarreteJFernández-sanzL, et al. (2013) Gamifying learning experiences: practical implications and outcomes. Computers & Education63: 380–392.
22.
ElliottV (2018) Thinking about the coding process in qualitative data analysis. Qualitative Report23(11): 2850–2861.
23.
FawnsT (2022) An entangled pedagogy: looking beyond the pedagogy—technology dichotomy. Postdigital Science and Education4(3): 711–728.
24.
FifeSTGossnerJD (2024) Deductive qualitative analysis: evaluating, expanding, and refining theory. International Journal of Qualitative Methods23: 1–12.
25.
FisherJW (2008) Impacting teachers’ and students’ spiritual well‐being. Journal of Beliefs & Values29(3): 253–261.
26.
FriedmanHVladyS (2024) ‘Being on God’s side’: biblical leaders on wokeness, social justice, cancel culture, white privilege, and other controversial terms. The Journal of Values-Based Leadership17(1): 1–17.
27.
FuschPFuschGENessLR (2018) Denzin’s paradigm shift: revisiting triangulation in qualitative research. Journal of Social Change10(1): 19–32.
28.
GironellaF (2023) Gamification pedagogy: a motivational approach to student-centric course design in higher education. Journal of University Teaching and Learning Practice20(3): 1–28.
29.
GrahamLSleeR (2006) Inclusion? In: Disability Studies in Education Special Interest Group. American Educational Research Association, 1–25.
30.
HatchJA (2023) Doing Qualitative Research in Educational Settings. State University of New York Press.
31.
HiebertD (2022) The recurring Christian debate about social justice: a critical theoretical overview. Journal of Sociology and Christianity12(1): 49–76.
32.
JohnsonLPierreY (2021) Solving wicked diversity, equity, and inclusive problems from a design thinking lens. In: PeckADeSawalDM (eds) Applying Design Thinking to the Measurement of Experiential Learning. Advances in Higher Education and Professional Development. IGI Global Scientific Publishing, pp. 60–77.
33.
KappKMBlairLMeschR (2014) The Gamification of Learning and Instruction Fieldbook: Ideas Into Practice. Wiley.
34.
KöllenTKakkuri-KnuuttilaM-LBendlR (2018) An indisputable “holy trinity”? On the moral value of equality, diversity, and inclusion. Diversity and Inclusion37(5): 438–449.
35.
LalasJWCharestBStrikwerdaH, et al. (2019) Nurturing hope, sense of belonging and engagement through equity. In: ScorgieKForlinC (eds) Promoting Social Inclusion: Co-Creating Environments That Foster Equity and Belonging. International Perspectives on Inclusive Education. Emerald Publishing Limited, pp. 41–52.
36.
LiCDongZUntchRH, et al. (2013) Engaging computer science students through gamification in an online social network based collaborative learning environment. International Journal of Information and Education Technology3(1): 72–77.
37.
MaharALCobigoVStuartH (2013) Conceptualizing belonging. Disability and Rehabilitation: An International, Multidisciplinary Journal35(12): 1026–1032.
38.
MulderD (2024) Always Becoming, Never Arriving: Developing an Imagination for Teaching. Wipf & Stock.
39.
MustafaASKarimiK (2021) Enhancing gamified online learning user experience (UX): a systematic literature review of recent trends. In: ThakurNParameshachariBD (eds) Human-Computer Interaction and Beyond: Advances Towards Smart and Interconnected Environments. Bentham Books, pp. 74–99.
NackeLEDeterdingS (2017) The maturing of gamification research. Computers in Human Behavior71: 450–454.
42.
PalaniappanKNoorNM (2022) Gamification strategy to support self-directed learning in an online learning environment. International Journal of Emerging Technologies in Learning17(03): 104–116.
43.
PlamondonKMShahramSZ (2024) Defining equity, its determinants, and the foundations of equity science. Social Science & Medicine351: 116940.
44.
QuintãoCAndradePAlmeidaF (2020) How to improve the validity and reliability of a case study approach. Journal of Interdisciplinary Studies in Education9(2): 264–275.
45.
ReyesVBogumilEWelchLE (2024) The living codebook: documenting the process of qualitative data analysis. Sociological Methods & Research53(1): 89–120.
46.
RobertsDW (2022) Male and female in Galatians 3:28: a short biblical theology of unity. Southeastern Theological Review13: 1–23.
47.
RyanRMDeciEL (2000) Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist55(1): 68–78.
48.
SajinčičNSandakAIsteničA (2022) Pre-service and in-service teachers’ views on gamification. International Journal of Emerging Technologies in Learning17(03): 83–103.
WestfallCLDyerBR (eds) (2016) The Bible and Social Justice: Old Testament and New Testament Foundations for the Church’s Urgent Call. McMaster New Testament Studies Series. Pickwick Publications.
56.
WolbringGNguyenA (2023) Equity/equality, diversity and inclusion, and other EDI phrases and EDI policy frameworks: a scoping review. Trends in Higher Education2(1): 168–237.
57.
YildizİTopçuEKaymakciS (2021) The effect of gamification on motivation in the education of pre-service social studies teachers. Thinking Skills and Creativity42: 100907.
58.
YildizİTopçuEİZmi̇RE (2023) The effect of gamification on pre-service teachers’ technology acceptance. Inquiry in Education15(2): 1–24.
59.
YinRK (2018) Case Study Research and Applications: Design and Methods. 6th edition. Sage Publications.
