Video Gaming for Ministry

Four key questions I asked when I started my Twitch-based gaming ministry

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girl holding a video game console
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Like many pastors in the midst of a global pandemic, I found myself exploring options for ministry in online spaces. This ultimately led me to a platform called Twitch, a website that is typically used for live-streaming video games to online audiences. As an avid gamer since childhood, I was eager to test it. Now, nearly a year after I began, streaming games has become not only a life-giving hobby but an integral part of my ministry that has a far broader reach than a traditional ministry context, extending across the United States and into other nations and continents. 

This nontraditional ministry even stretches beyond traditional Christian circles into one of the largest unreached people groups: gamers. Ministry in this sector has forced me to accept the reality that my audience isn’t chiefly interested in the Gospel. They are primarily concerned with whatever video game is being played.  So, like the Apostle Paul in Acts 17, it is my job to leverage what already draws a participant’s interest to introduce theological concepts and inspiration.

According to educational psychologist John Keller, “interest” can be broken down into four components: attention, relevance, confidence, and satisfaction (Keller 2009). So, when it comes to an audience that has little interest in the gospel, these four areas must be addressed if a participant is going to engage. 

Attention—“What is the hook?”

First, the content must grab and maintain a participant’s focus. In a time when everything vies for a person’s attention, the greatest sin of all is to be boring. Regardless of the value its adherents place on it, Christianity is not immediately attention-grabbing to most outside of Christian circles. Thus, traditional teaching methods fail when it comes to church work. There must be a hook—whether that is video games or a topic that outsiders already find captivating. A participant comes for the hook and will—hopefully—stay for the gospel message.

Relevance—“Why does it matter?”

Second, the content must have some level of relevance to a person’s life, relationships, or problems. Does the content help someone enjoy life more? Does it foster a better marriage? Does it ease grief? Mitigate the effects of stress? Does it delight the hearer? If an audience senses that the content has a positive effect on their day-to-day living, interest increases. If not, the audience will likely “zone out,” their minds straying to topics more relevant to their lives. Fortunately, Christianity inherently has practical implications for a person’s life.

Confidence—“Can anyone participate?”

Thirdly, the content must be accessible. Participants lose interest when they feel as though they cannot participate or engage due to a lack of knowledge or skill. This is where many outsiders lose interest in Christianity. There is an immensely high barrier for entry when it comes to theological knowledge and vocabulary. Insider language, or what some have dubbed “Christianese,” is a chasm that must necessarily be bridged. Thus, it is vital for Christian communicators to translate such language into more readily understandable terms. 

For my own ministry, the confidence of the audience in approaching the medium they already enjoy is high. So, if I introduce an unknown concept like justification or grace, there is still a reliable source of confidence in what I present that invites the participant to stick with me while I explain unknown concepts. This is made even more accessible when playing a narrative-based video game that I can use to illustrate a theological point.

Satisfaction—“Will someone enjoy this?”

Finally, the content must result in participant satisfaction. Whereas the first three components determine a general interest level, “satisfaction” determines a participant’s motivation to continue with the content. The general level of enjoyment and pleasure derived from the content determines whether a participant will continue with the content in the future. This is largely unquantifiable and is largely based on the general feeling or vibe of the participant after the event. Did the participant enjoy the service? Then, they will likely return for the next one. In the same way, did the participant delight in the theological content—that is, it kept their attention, was relevant and accessible? Then, they will likely continue learning more about it in the future. 

While ministry through video gaming led me to these discoveries, the implications are universal. Addressing these four components has enhanced my ability to speak theologically to nearly any audience. While the method or medium may change to maintain the interest of an audience, the message never does. 

Therefore, whatever a person’s ministry is, these four questions ought to guide the planning process: 

  • What is the hook? (Attention)
  • Why does the content matter? (Relevance)
  • Can even outsiders participate? (Confidence)
  • Will participants enjoy it? (Satisfaction)

Answer these well, and even the least interested person won’t be able to ignore your message.

Referenced:

Keller, John. Motivational Design for Learning and Performance: The ARCS Model Approach. 

Springer: US, 2009.

  • Wade Langer

    Wade Langer is the Executive Director of Campus Ministries for the North Alabama Conference of the United Methodist Church. He was ordained in the United Methodist Church in 2011. Wade also serves as the Director of Religious Life and is a member of the Honors College faculty at the University of Alabama. He earned a BA in Religion from Birmingham-Southern College, a M.Div. from Candler School of Theology at Emory University, and a Doctor of Ministry from Asbury Theological Seminary. His dissertation, The Gamification of Kings: Judeo-Christian Kingship Through Final Fantasy XV, researched the psychosocial advantages of teaching biblical history through video games. Additionally, Wade streams video game lectures on Twitch under the alias ProfNoctis.

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