TEACHER PERSPECTIVES ON AI-DRIVEN GAMIFICATION: IMPACT ON STUDENT MOTIVATION, ENGAGEMENT, AND LEARNING OUTCOMES
Keywords:AI-driven gamification, teacher perspectives, student motivation, student engagement, learning outcomes
This study delves into the insights and experiences of teachers regarding the influence of AI-driven gamification on student motivation, engagement, and learning outcomes. Through qualitative research methods, teacher perspectives are explored to unravel the multifaceted aspects of AI-enhanced gamification within educational settings. The study identifies several significant themes, including positive perceptions of AI-driven gamification, challenges in implementation, elevated motivation and engagement, enhanced learning experiences, improved learning outcomes, and the complexities of assessing long-term effects.
The findings underscore the transformative potential of AI-driven gamification, as educators highlight its ability to create democratic, effective, and transformative learning environments. Nevertheless, the study also uncovers challenges related to professional development, technical glitches, and curriculum alignment in the implementation of this innovative approach. Moreover, the study reveals a resounding consensus among teachers regarding the positive impact of AI-driven gamification on student motivation, participation, and learning experiences.
Teachers emphasize how AI-driven gamification can turn ordinary learning into enjoyable and meaningful journeys, offering students autonomy and real-time feedback. Furthermore, teachers believe that AI-driven gamification contributes to improved learning outcomes, fostering a deeper understanding of subject matter, knowledge retention, and enhanced problem-solving skills. Despite these short-term gains, teachers acknowledge the need for longitudinal studies to comprehensively assess the long-term effects of AI-driven gamification on learning outcomes.
S. Deterding, D. Dixon, R. Khaled, and L. Nacke, "From game design elements to gamefulness: Defining 'gamification,'" in Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, pp. 9-15, 2011.
J. Hamari, J. Koivisto, and H. Sarsa, "Does gamification work?--a literature review of empirical studies on gamification," in 2014 47th Hawaii international conference on system sciences, pp. 3025-3034, 2014.
Q. Rong, Y. Xiao, W. Kong, and X. Gao, "Empowering Higher Education: A Comprehensive Review of Artificial Intelligence Integration," in Smart Learning for A Sustainable Society, Anutariya, C., Liu, D., Kinshuk, Tlili, A., Yang, J., Chang, M. (eds.), ICSLE 2023, Springer, Singapore, 2023. doi: https://doi.org/10.1007/978-981-99-5961-7_21.
S. Bezzina, A. Dingli, and A. Pfeiffer, "Leveraging Gamification in Education Through Artificial Intelligence," doi: 10.21125/inted.2022.2206, 2022.
K.-Y. Tang, C.-Y. Chang, and G.-J. Hwang, "Trends in artificial intelligence-supported e-learning: A systematic review and co-citation network analysis (1998–2019)," Interactive Learning Environments, pp. 1–19, 2021.
G. J. Hwang, H. Xie, B. W. Wah, and D. Gašević, "Vision, challenges, roles, and research issues of Artificial Intelligence in Education," Computers and Education: Artificial Intelligence, vol. 1, p. 100001, 2020. doi: https://doi.org/10.1016/j.caeai.2020.100001.
R. I. Mukhamediev, Y. Popova, Y. Kuchin, E. Zaitseva, A. Kalimoldayev, A. Symagulov, V. Levashenko, F. Abdoldina, V. Gopejenko, K. Yakunin, E. Muhamedijeva, and M. Yelis, "Review of Artificial Intelligence and Machine Learning Technologies: Classification, Restrictions, Opportunities, and Challenges," Mathematics, vol. 10, no. 15, p. 2552, 2022. doi: https://doi.org/10.3390/math10152552.
J. Poblaciones, J. L. Hernández-Ramos, N. Gamboa-Rosales, and C. Pedrosa-Ortega, "Investigating the impact of a gamified learning experience on student engagement and motivation," Computers & Education, vol. 166, p. 104168, 2021.
M. T. D. Cruz and G. E. Guayara, "Gamification in education as a strategy to increase student engagement in the learning process," in 5th International Conference on Education and New Developments, vol. 2, pp. 24-28.
J. Plass, B. Homer, and C. Kinzer, "Foundations of Game-Based Learning," Educational Psychologist, vol. 50, pp. 258-283, 2015, doi:10.1080/00461520.2015.1122533.
A. A. Zhyhadlo, "Gamification in Education: A Comprehensive Review," Journal of Educational Psychology and Pedagogy, vol. 2, no. 2, pp. 117-128, 2022.
J. C. Cortizas, C. Toural-Bran, and M. López-Nores, "Effects of game learning mechanics on university student learning," Computers & Education, vol. 121, pp. 1-13, 2018.
A. Martín-Núñez, F. A. Pujol-López, J. García-Fernández, L. Alarcón, and H. Gil-Gómez, "Personalized Education through Gamification and Artificial Intelligence: An Approach to Improving Educational Inclusion," Applied Sciences, vol. 13, no. 2, p. 1040, 2023.
B. Monterrat, E. Lavoué, and S. George, "Toward an Adaptive Gamification System for Learning Environments," 2015.
H. Lei, M. M. Chiu, D. Wang, C. Wang, and T. Xie, "Effects of Game-Based Learning on Students’ Achievement in Science: A Meta-Analysis," Journal of Educational Computing Research, vol. 60, pp. 1373–1398, 2022.
M. Marisa, A. Supriyanto, W. Hardiyanto, and M. Musrifatun, "Impact of Artificial Intelligence on Learning Effectiveness: An Empirical Study of Using AI-based Gamification in Education," Journal of Physics: Conference Series, vol. 1443, no. 1, p. 012074, 2020.
I. Roll and R. Wylie, "The interplay of students' scientific explanations and model-based reasoning in socio-scientific argumentation," International Journal of Education in Mathematics, Science and Technology, vol. 4, no. 2, pp. 132-147, 2016.
C. Dichev and D. Dicheva, "Gamifying education: What is known, what is believed and what remains uncertain: A critical review," International Journal of Educational Technology in Higher Education, vol. 14, no. 1, p. 9, 2017.
T. Aldemir, G. Akçayır, and E. Yılmaz, "A survey on educational robotics in primary education," Journal of Educational Technology & Society, vol. 21, no. 3, pp. 183-197, 2018.
X. Xue, X. Chen, J. Liu, and J. Lu, "Toward an integrative understanding of gamification impact in education: An overview of 30 years of empirical studies," Journal of Computer Assisted Learning, vol. 34, no. 5, pp. 713-726, 2018.
C. Miller, "Gamification and education: A mixed-methods study of teachers’ perceptions and use of digital games in the classroom," Educational Technology Research and Development, vol. 67, no. 4, pp. 1011-1035, 2019.
C. Moustakas, "Phenomenological Research Methods," Sage Publications, 1994.
V. Braun and V. Clarke, "Using thematic analysis in psychology," Qualitative Research in Psychology, vol. 3, no. 2, pp. 77-101, 2006.
A.-I. Zourmpakis, M. Kalogiannakis, and S. Papadakis, "Adaptive Gamification in Science Education: An Analysis of the Impact of Implementation and Adapted Game Elements on Students’ Motivation," Computers, vol. 12, no. 7, p. 143, 2023. doi: https://doi.org/10.3390/computers12070143.
A. Das, S. Malaviya, and M. Singh, "The Impact of AI-Driven Personalization on Learners' Performance," International Journal of Computer Sciences and Engineering, vol. 11, pp. 15-22, 2023. [Online]. Available: doi:10.26438/ijcse/v11i8.1522.
I. Celik, M. Dindar, H. Muukkonen, et al., "The Promises and Challenges of Artificial Intelligence for Teachers: A Systematic Review of Research," TechTrends, vol. 66, pp. 616–630, 2022. doi: https://doi.org/10.1007/s11528-022-00715-y.
G. M. Chans and M. Portuguez Castro, "Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students," Computers, vol. 10, no. 10, p. 132, 2021. doi: https://doi.org/10.3390/computers10100132.
P. Kaimara, E. Fokides, A. Oikonomou, and I. Deliyannis, "Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views," Technology, Knowledge, and Learning, vol. 26, pp. 825–844, 2021.
M. Wang and X. Zheng, "Using Game-Based Learning to Support Learning Science: A Study with Middle School Students," Asia-Pacific Education Research, vol. 30, pp. 167–176, 2021.
F. Pedrò, M. Subosa, A. Rivas, and P. Valverde, "Artificial intelligence in education: Challenges and opportunities for sustainable development," [Conference Paper].
J. L. Hernández-Ramos, N. Gamboa-Rosales, and C. Pedrosa-Ortega, "Personalizing Gamification through Adaptive Learning Environments: A Proposal for Promoting Student Engagement," EURASIA Journal of Mathematics, Science and Technology Education, vol. 16, no. 2, p. em1950.
How to Cite
Copyright (c) 2023 Абдулла Аленезі
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal agree to the following terms:
- Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
- The copyright commencement date complies the publication date of the issue, where the article is included in.
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
- Archiving the pre-print (pre-refereeing manuscript version) not allowed.