ROLE OF AI-ENABLED GAMIFICATION IN ENHANCING LEARNING MOTIVATION AMONG UNIVERSITY STUDENTS

Manisha  Jain; Neha  Saini; Aarti  Chopra

doi:10.29121/shodhkosh.v7.i11s.2026.8230

Authors

Manisha Jain Research Scholar, Suresh Gyan Vihar University, Jaipur, Rajasthan, India.
Dr. Neha Saini Assistant Professor, Suresh Gyan Vihar University, Jaipur, Rajasthan, India.
Dr. Aarti Chopra Associate Professor, Poornima University, Jaipur, Rajasthan, India.

DOI:

https://doi.org/10.29121/shodhkosh.v7.i11s.2026.8230

Keywords:

Learning, Motivation, Engagement, Artificial Intelligence (Ai), Gamification, Gamified, Higher Education, Students, Participation

Abstract [English]

Artificial Intelligence and Gamification has emerged as a new trend in the education sector. They have transformed the learning style and pattern of students. In the past, students learned through traditional methods in which they feel boredom and less interest in participation. The evolution of learning and teaching methods in which AI and Gamification has integrated drives innovation and modernization in the sector. This research study aims to evaluate the role of AI-enabled Gamification in enhancing the learning motivation of students in higher education. Along with this, the study also finds that these modern technologies help in increasing participation of students and keep them more engaged and motivated towards learning. The research study follows a quantitative research design in which data is collected from university students and analyzed. The data and facts make the research more accurate. Various past research has done the AI integration in learning and gamification in learning, but the phenomenon of AI-Enabled Gamification remains unexplored. This research study highlights the role of AI-Enabled Gamification in learning in higher education and evaluates how they improve the learning experience of students and keep them motivated towards learning.

References

Adi, P. N., Köhler, T., Triyono, M. B., et al. (2026). AI-enhanced gamification in education: An integrative review of trends, impacts, and corrective role potential. Journal of Computers in Education. https://doi.org/10.1007/s40692-026-00387-0

Ahmed, F. E. Y., Ali, E. H. F., Usmani, S., Kottaparamban, M., Ibrahim, M. A. E. S., Hamed, F. M. A., & Abdallah, N. M. M. (2026). Applying AI-enhanced digital games in teaching English vocabulary. Humanities, 7(1).

Alqurni, J. (2026). Exploring the role of agentic AI in fostering self-efficacy, autonomy support, and self-learning motivation in higher education. Frontiers in Artificial Intelligence, 9, 1738774.

Aluko, H. A., Aluko, A., Ogunjimi, F., Offiah, G. A., Islam, M. N., & Fernandes, F. A. P. (2026). Application of AI-driven virtual reality (VR) in improving higher education student learning and engagement. Education and Information Technologies, 1–24.

Alwakid, W. N., Dahri, N. A., Humayun, M., & Alwakid, G. N. (2026). An integrated trust–motivation–value framework for blockchain-enabled AI-based gamification adoption in education.

Bicknell, K., Brust, C., & Settles, B. (2023). How Duolingo’s AI learns what you need to learn. IEEE Spectrum. Retrieved from https://spectrum.ieee.org/

Costa, E. B., Fonseca, B., Santana, M. A., Araújo, F. F. D., & Rego, J. (2017). Evaluating the effectiveness of educational data mining techniques for early prediction of students’ academic failure in introductory programming courses. Computers in Human Behavior, 73, 247–256. https://doi.org/10.1016/j.chb.2017.01.047

De Croon, R., Geuens, J., Verbert, K., & Vanden Abeele, V. (2021). A systematic review of the effect of gamification on adherence across disciplines. In X. Fang (Ed.), HCI in games: Experience design and game mechanics (pp. 168–184). Springer.

De Croon, R., Geuens, J., Verbert, K., & Vanden Abeele, V. (2021). A systematic review of the effect of gamification on adherence across disciplines. In X. Fang (Ed.), HCI in games: Experience design and game mechanics (Lecture Notes in Computer Science, Vol. 12789, pp. 168–184). Springer.

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

Deterding, S. (2015). The ambiguity of games: Histories and discourses of a gameful world. In S. P. Walz & S. Deterding (Eds.), The gameful world (pp. 23–64). MIT Press.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). ACM.

Drace, K. (2013). Gamification of the laboratory experience to encourage student engagement. Journal of Microbiology & Biology Education, 14, 273–274.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.

García, P., Amandi, A., Schiaffino, S., & Campo, M. (2007). Evaluating Bayesian networks’ precision for detecting students’ learning styles. Computers & Education, 49, 794–808. https://doi.org/10.1016/j.compedu.2005.11.017

Grand View Research. (2021). AI in education market size, share & trends analysis report. Grand View Research. Retrieved from https://www.grandviewresearch.com/

Kalaivani, N., Priya, P. V., Sultana, Y., Marishkumar, P., Saravanan, P., & Suresh, M. (2026). Enhancing quality education in engineering and technology through AI-powered games. In Examining AI innovations in gaming and entertainment (pp. 209–244). IGI Global Scientific Publishing.

Kassenkhan, A., Serbin, V., Beisembekova, R., Abshukirova, A., & Mendekina, B. (2026). AI-supported gamification in e-learning: A systematic review of adaptive architectures and cognitive outcomes. Information, 17(3), 282. https://doi.org/10.3390/info17030282

Khan, M. K. S., Abbasi, N. K., & Hamid, S. (2026). Enhancing English language education: A review of the efficacy of AI-driven interactive activity design. Pakistan Social Sciences Review, 10(1), 40–55.

Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191–210.

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.

Leh, J. (2022). AI in LMS: 10 must-see innovations for learning professionals. Talented Learning. Retrieved from https://talentedlearning.com/

Long, D. Y., Wang, S., Rashid, S. M., & Lu, X. T. (2026, February). Artificial intelligence in higher education: A systematic review of its impact on student engagement and the mediating role of teaching methods. In Frontiers in Education (Vol. 10, p. 1648661). Frontiers.

Maltseva, N. N., & Penkov, V. E. (2021). Point-based grading system: Advantages and disadvantages. Higher Education in Russia, 30, 139–145.

McCarthy, J., Minsky, M., Rochester, N., & Shannon, C. (1955). A proposal for the Dartmouth summer research project on artificial intelligence. Dartmouth College.

Patel, C. R., Patel, S., Rathod, C. B., Vagadia, A., Modi, R. R., & Kumar, A. (2026). AI-powered gamification in computer engineering education: A mixed-methods study on engagement, learning outcomes, and personalization. Journal of Engineering Education Transformations, 39(3), 42–48. https://doi.org/10.16920/jeet/2026/v39is3/26096

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686.

Popenici, S. A., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12, 1–13. https://doi.org/10.1186/S41039-017-0062-8

Potluri, R. M., Gabdullin, M., Jumasseitova, A. K., & Mukashev, Y. B. (2026). Artificial intelligence-enabled teaching: Insights from Kazakhstan higher education students. Social Sciences & Humanities Open, 13, 102660.

Ren, W., Zhao, J., & Liu, L. (2026). Unlocking continuous engagement in AI-driven education: An integrated model of flow experience, academic performance, and technology acceptance. SAGE Open, 16(1), 21582440251415316.

Russell, S., & Norvig, P. (2021). Artificial intelligence: A modern approach (4th ed.). Pearson.

Saldivar, J. M. (2026). Rethinking learning in higher education through AI-driven gamification: A meta-synthesis. Journal of Interdisciplinary Perspectives, 4(2), 257–266. https://doi.org/10.69569/jip.2025.816

Serice, L. (2023). Prisms of neuroscience: Frameworks for thinking about educational gamification. AI Computer Science Robotics Technology, 2.

Shaharom, M. S. N. B., & Cheah, K. (2026). Understanding student engagement through need satisfaction in AI-supported learning environments.

Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press.

Wijnia, L., Loyens, S. M. M., & Rikers, R. M. J. P. (2011). The effects of problem-based learning on student motivation: A meta-analysis. Educational Psychology Review, 23(2), 159–182.

Yıldırım, I., & Şen, S. (2021). The effects of gamification on students’ academic achievement: A meta-analysis study. Interactive Learning Environments, 29, 1301–1318.

Zang, Z. (2025). Investigating the intrinsic mechanisms by which AI-driven educational games enhance student cognition.