AI-Powered Gamified Scaffolding: Transforming Learning in Virtual Learning Environment
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| Publicat a: | Electronics vol. 14, no. 13 (2025), p. 2732-2757 |
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| Autor principal: | |
| Altres autors: | , , , , |
| Publicat: |
MDPI AG
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| Matèries: | |
| Accés en línia: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 024 | 7 | |a 10.3390/electronics14132732 |2 doi | |
| 035 | |a 3229143812 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231458 |2 nlm | ||
| 100 | 1 | |a Jiang, Xuemei |u School of Information Technology, Deakin University, Burwood, VIC 3125, Australia; jiangx@deakin.edu.au (X.J.); thuong.hoang@deakin.edu.au (T.H.); chathu.ranaweera@deakin.edu.au (C.R.); trina.myers@deakin.edu.au (T.M.) | |
| 245 | 1 | |a AI-Powered Gamified Scaffolding: Transforming Learning in Virtual Learning Environment | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Gamification has the potential to significantly enhance student engagement and motivation in educational contexts. However, there is a lack of empirical research that compares different guiding strategies between AI-driven gamified and non-gamified modes in virtual learning environments to scaffold language learning. This paper presents an empirical study that examines the impact of AI-driven gamification and learning strategies on the learning experience and outcomes in virtual environments for English-language learners. A gamified English learning prototype was designed and developed. A between-group experiment was established to compare different gamified scaffolding groups: a traditional linear group (storytelling), an AI-driven gamified linear group (task-based learning), and a gamified exploration group (self-regulated learning). One hundred students learning English as a second language participated in this study, and their learning conditions were evaluated across three dimensions: engagement, performance, and experience. The results suggest that traditional learning methods may not be as effective as the other two approaches; there may be other factors beyond in-game interaction and engagement time that influence learning and engagement. Moreover, the results show that different gamified learning modes are not the key factor affecting language learning. The research presents guidelines that can be applied when gamification and AI are utilised in virtual learning environments. | |
| 653 | |a Students | ||
| 653 | |a Language acquisition | ||
| 653 | |a Storytelling | ||
| 653 | |a Teaching methods | ||
| 653 | |a Investigations | ||
| 653 | |a Computer assisted instruction--CAI | ||
| 653 | |a Prototypes | ||
| 653 | |a School environment | ||
| 653 | |a Scaffolding | ||
| 653 | |a Gamification | ||
| 653 | |a English as a second language learning | ||
| 653 | |a Learning management systems | ||
| 653 | |a Empirical analysis | ||
| 653 | |a Learning environment | ||
| 653 | |a Learning strategies | ||
| 653 | |a Motivation | ||
| 653 | |a Second language learning | ||
| 653 | |a Bibliometrics | ||
| 653 | |a Artificial intelligence | ||
| 653 | |a Educational objectives | ||
| 653 | |a Hypotheses | ||
| 653 | |a Instructional scaffolding | ||
| 653 | |a Task-based language teaching | ||
| 653 | |a Self-efficacy | ||
| 653 | |a Problem based learning | ||
| 653 | |a Education | ||
| 653 | |a Virtual environments | ||
| 653 | |a English language | ||
| 653 | |a Research methodology | ||
| 653 | |a Self regulation | ||
| 653 | |a English as a second language | ||
| 653 | |a Student participation | ||
| 653 | |a Language | ||
| 653 | |a Groups | ||
| 653 | |a Learning | ||
| 700 | 1 | |a Wang, Rui |u CSIRO Data61, Eveleigh, NSW 2015, Australia | |
| 700 | 1 | |a Hoang Thuong |u School of Information Technology, Deakin University, Burwood, VIC 3125, Australia; jiangx@deakin.edu.au (X.J.); thuong.hoang@deakin.edu.au (T.H.); chathu.ranaweera@deakin.edu.au (C.R.); trina.myers@deakin.edu.au (T.M.) | |
| 700 | 1 | |a Ranaweera Chathurika |u School of Information Technology, Deakin University, Burwood, VIC 3125, Australia; jiangx@deakin.edu.au (X.J.); thuong.hoang@deakin.edu.au (T.H.); chathu.ranaweera@deakin.edu.au (C.R.); trina.myers@deakin.edu.au (T.M.) | |
| 700 | 1 | |a Dong Chengzu |u Dvision of AI, School of Data Science, Lingnan University, Hong Kong, China | |
| 700 | 1 | |a Myers, Trina |u School of Information Technology, Deakin University, Burwood, VIC 3125, Australia; jiangx@deakin.edu.au (X.J.); thuong.hoang@deakin.edu.au (T.H.); chathu.ranaweera@deakin.edu.au (C.R.); trina.myers@deakin.edu.au (T.M.) | |
| 773 | 0 | |t Electronics |g vol. 14, no. 13 (2025), p. 2732-2757 | |
| 786 | 0 | |d ProQuest |t Advanced Technologies & Aerospace Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3229143812/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3229143812/fulltextwithgraphics/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3229143812/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |