Teacher perspectives on Ai-driven gamification: impact on student motivation, engagement, and learning outcomes

- Alenezi, Abdullah (orcid.org/0000-0003-0233-6838) (2023) Teacher perspectives on Ai-driven gamification: impact on student motivation, engagement, and learning outcomes Information Technologies and Learning Tools, 5 (97). pp. 138-148. ISSN 2076-8184

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Abstract

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.

Item Type:	Article
Keywords:	AI-driven gamification; teacher perspectives; student motivation; student engagement; learning outcomes.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 ІКТ ( Application-oriented computer-based techniques ) > 004.94 Simulation Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute for Digitalisation of Education > Generic resouse
Depositing User:	Алла 1 Алла Почтарьова
Date Deposited:	03 May 2024 12:55
Last Modified:	03 May 2024 12:55
URI:	https://lib.iitta.gov.ua/id/eprint/740653

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