The current body of research lacks sufficient exploration into the effectiveness of Classcraft within higher education, especially in South Africa. This highlights the need for further investigation into its potential as a valuable pedagogical tool in this context. As an Engagement Management System, Classcraft offers a platform for pedagogical design that speaks towards the learning needs of a younger profile of student within a higher education context. This study aims to investigate the influence of Classcraft on lecturer development and pedagogical methodology, particularly focusing on the inquiry approach at a chosen Private Higher Education Institution (PHEI) in South Africa. Employing a qualitative approach framed within evidence-based education intervention research, the study utilised various data collection methods, including pre-, during- and post-intervention artefact submissions and post-survey responses structured around the technological, pedagogical, and content knowledge (TPACK) framework. Evaluation of artefact submissions followed a rubric derived from PHEI didactics and the Teacher Development and Evaluation model design. Furthermore, analysis of post-survey responses was conducted through deductive thematic coding. Findings show that the intervention enhanced lesson design skills and some positive outcomes were noted in the integration of these skills into the Classcraft platform. Significant limitations occurred within the PHEI which impacted on the intervention design and negatively impacted participants’ retention and performance. Recommendations for the implementation of pedagogical approaches within the gamification platform will be provided and how the intervention could be improved for future use.