Acceptability of AI-Assisted Gamified Learning among Gen Z Learners: Perceived Learning Value, Engagement, and Responsible-Use Conditions in Philippine Senior High Schools and Higher Education Institutions
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https://doi.org/10.65166/80jejs54关键词:
artificial intelligence in education, gamified learning, learner acceptability, student engagement, responsible AI, educational technology摘要
The expanding use of artificial intelligence in education has created opportunities for personalized and engaging learning, although its integration with gamification remains limited and raises concerns regarding educational value and responsible implementation. This study examined the acceptability of AI-assisted gamified learning among Generation Z learners based on perceived learning value, motivation and engagement, exposure and use, and responsible-use conditions. A quantitative, cross-sectional, descriptive-correlational survey was conducted among 472 senior high school and higher education students from five anonymized institutions in Batangas, Philippines. Data were collected using a researcher-developed, structured five-point questionnaire and analyzed using descriptive statistics and Pearson correlation. Respondents reported high use of generative AI for schoolwork (M = 4.39), but relatively low exposure to classroom gamification (M = 2.25) and combined AI-gamification experiences (M = 2.17). Perceived learning value was moderate (M = 3.45), while motivation and engagement were high (M = 4.05), responsible-use safeguards were strongly endorsed (M = 4.10), and acceptability for classroom adoption was very high (M = 4.48). Acceptability was positively associated with exposure and use (r = .338), perceived learning value (r = .570), and responsible-use safeguards (r = .311), but not significantly associated with motivation and engagement (r = .090). The findings indicate substantial learner readiness for AI-assisted gamified learning, provided that adoption demonstrates educational value and incorporates equitable access, teacher mediation, transparency, data privacy, and clear academic-integrity provisions.
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