Gamification for Missiological Education
BY DR. JAY MOON.
For more details, see: “Gamification for Missiological Education” in Teaching Mission in a Technological World, The 2018 Proceedings of the Association of Professors of Mission (APM), Robert Danielson, ed. Pp. 125-138. Wilmore, KY: First Fruits.
Students playing the Faith Sharing Card game during Asbury Theological Seminary class
Gamification is revolutionizing the way missiological education is being taught, making classrooms more engaging and effective. By integrating game mechanics and design principles into non-game activities, gamification motivates students to be more involved and receptive. In today's digital age, where people spend hours with digital media, gamification aligns with the learning preferences of contemporary students.
The shift towards digit-oral learning, where information is processed and shared differently, necessitates innovative teaching methods. Gamification addresses this shift by incorporating elements preferred by digit-oral learners. For example, it encourages communal learning, connects concepts to real-life applications, uses visual aids, employs memory triggers, promotes experiential learning, and engages multiple senses.
To implement gamification, educators should start with a clear learning outcome and choose the appropriate game format, such as card games, board games, or digital games. Developing a minimum viable product (MVP) allows for quick iterations and feedback. An example of successful gamification is the Faith Sharing card game, which helps students understand different cultural worldviews and share their faith appropriately.
In the Faith Sharing card game, players draw cards representing a person, place, problem, and presentation. They must construct a narrative that aligns the problem and the presentation with a specific worldview. The game encourages creativity, active listening, and the exploration of diverse cultural contexts. Positive responses from students who have played the game highlight its effectiveness in making evangelism more approachable, engaging, and fun.
The success of the card game led to the development of a board game that expands on the complexities of evangelism in the 21st century. Both games have received acclaim and are being incorporated into seminary classrooms. Due to their popularity, new iterations of the games are being published, and a video series on Practical Evangelism has been produced, utilizing the games as teaching tools.
While gamification is not a panacea for missiological education, it offers a valuable approach that aligns with the preferences of contemporary learners. By embracing gamification, educators can create dynamic classrooms that foster increased learning, engagement, and practical application of missiological concepts. As the success of gamification continues to grow, it is worth exploring its potential in other educational contexts.
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