GAMIFIED LEARNING AND QUR’ANIC PEDAGOGY: DESIGNING INTERACTIVE RELIGIOUS EDUCATION FOR GENERATION ALPHA
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Gamification, Generation Alpha, Qur’anic Pedagogy
Abstract
The rapid emergence of Generation Alpha as a digitally immersed cohort presents new pedagogical challenges for Islamic education, particularly in sustaining engagement with Qur’anic learning, which traditionally relies on repetition, memorization, and guided recitation. The increasing use of interactive digital platforms among young learners highlights the need to explore gamified instructional models that align with their cognitive preferences while preserving the spiritual and ethical integrity of Qur’anic pedagogy. This study aims to develop a conceptual framework that integrates gamified learning principles with classical Qur’anic teaching methods to enhance motivation, retention, and reflective engagement. A qualitative exploratory design was employed, drawing on thematic analysis of Qur’anic pedagogy literature, gamification theory, and developmental studies on Generation Alpha. The findings demonstrate that game mechanics such as incremental progression, immediate feedback, and structured challenges correspond closely to established Qur’anic instructional practices and significantly improve learner attention and memorization endurance. The study concludes that a carefully designed gamified model can reinforce, rather than diminish, the sacred and pedagogical aims of Qur’anic education, offering a viable pathway for meaningful digital innovation in Islamic schooling. The implications encourage further empirical research and development of ethically grounded digital learning tools.
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Copyright (c) 2025 Jack Davis, Pong Krit, Nodira Tursunova
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