AI-Powered Gamified Scaffolding: Transforming Learning in Virtual Learning Environment

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書誌詳細
出版年:	Electronics vol. 14, no. 13 (2025), p. 2732-2757
第一著者:	Jiang, Xuemei
その他の著者:	Wang, Rui, Hoang Thuong, Ranaweera Chathurika, Dong Chengzu, Myers, Trina
出版事項:	MDPI AG
主題:	Students Language acquisition Storytelling Teaching methods Investigations Computer assisted instruction > CAI Prototypes School environment Scaffolding Gamification English as a second language learning Learning management systems Empirical analysis Learning environment Learning strategies Motivation Second language learning Bibliometrics Artificial intelligence Educational objectives Hypotheses Instructional scaffolding Task-based language teaching Self-efficacy Problem based learning Education Virtual environments English language Research methodology Self regulation English as a second language Student participation Language Groups Learning
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その他の書誌記述
抄録:	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.
ISSN:	2079-9292
DOI:	10.3390/electronics14132732
ソース:	Advanced Technologies & Aerospace Database