Digital Gamification in Times of Crisis

This chapter investigates pre-service elementary school teachers' perspectives on digital gamification for English language teaching in the challenging context of wartime Ukraine. Quantitative data was gathered through surveying, and qualitative data was obtained through the analysis of artefacts (language teaching activities). Findings reveal strong positive attitudes toward gamification's effectiveness, particularly for lowering learners' Affective Filter and supporting trauma-informed pedagogy. The analysis showed that Ukrainian students accept the uncertainty of wartime teaching and gamify the activities using low-stress game mechanics and tend to use digital tools, which can be easily used in both online and offline settings. This study provides suggestions for teacher training programs, educational institutions and curriculum developers on the implementation of digital gamification in language teaching, with a critical focus on overcoming pedagogical barriers and developing trauma-informed education.