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Education Sciences
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Level Up Your Learning: Embracing the Power of AI and...
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Level Up Your Learning: Embracing the Power of AI and Games in Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (31 March 2025) | Viewed by 2578

Special Issue Editors

Dr. Rabail Tahir

E-Mail Website
Guest Editor
Department of Computing, Goldsmiths University of London, London SE14 6NW, UK
Interests: game-based learning; educational technology; game user experience; gamification
Prof. Jennifer George

E-Mail Website
Guest Editor
Department of Computing, Goldsmiths University of London, London SE14 6NW, UK
Interests: human-computer interaction; inclusion and accessibility in learning, teaching and assessments, technology-enhanced learning

Special Issue Information

Dear Colleagues,

The educational landscape is undergoing a dramatic shift, driven by the surge of games and Artificial Intelligence (AI) in teaching and learning. Traditional methods, while valuable, often struggle to keep students engaged in our fast-paced world. Research shows that games can significantly boost motivation, engagement, and academic performance. They can also cultivate essential skills like problem-solving, collaboration, communication, and strategic thinking. AI, on the other hand, holds immense potential to personalize and optimize the learning experience. AI can add a powerful new layer of intelligence and adaptability to the game-based learning experience by personalizing learning paths and adapting to individual needs.

This special issue seeks groundbreaking research that explores the exciting intersection of AI and games to revolutionize education. We invite scholars, educators, and industry leaders to submit manuscripts on new scientific approaches, theoretical developments, case studies, and empirical investigations incorporating AI technology and games in education. Topics of interest include but are not limited to the following:

  • Educational games powered by AI
  • Challenges and opportunities for integrating AI with serious games
  • Literature reviews, theories, and trends focusing on the use of AI Techniques in game-based learning
  • Assessment and evaluation of intelligent game-based learning environments
  • User experience of AI-based learning games
  • Ethical considerations of AI and games in education
  • Accessible and inclusive design for AI-based games for education
  • Empirical research on AI and games in education 

Dr. Rabail Tahir
Prof. Jennifer George
Guest Editors 

Sharathkumar Sankaranarayanan (ssank002@gold.ac.uk)
Guest Editor Assistant

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • game-based learning
  • artificial Intelligence
  • gamification
  • AI-based educational games
  • intelligent learning systems
  • game elements
  • ethics in education
  • personalized learning
  • adaptive learning

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Published Papers (2 papers)

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30 pages, 4314 KiB  
Article
Game Mechanics and Artificial Intelligence Personalization: A Framework for Adaptive Learning Systems
by Fawad Naseer, Muhammad Nasir Khan, Abdullah Addas, Qasim Awais and Nafees Ayub
Educ. Sci. 2025, 15(3), 301; https://doi.org/10.3390/educsci15030301 - 27 Feb 2025
Viewed by 1037
Abstract
The phenomenal growth of digital learning platforms has brought new learner engagement and retention challenges to higher education. This study proposes a framework that integrates game mechanics—leveling systems, badges, and timely feedback—with artificial intelligence (AI)-driven personalization to meet the challenges of enhanced adaptability, [...] Read more.
The phenomenal growth of digital learning platforms has brought new learner engagement and retention challenges to higher education. This study proposes a framework that integrates game mechanics—leveling systems, badges, and timely feedback—with artificial intelligence (AI)-driven personalization to meet the challenges of enhanced adaptability, motivation, and learning outcomes in online environments. Key design elements were identified through literature reviews and consultations with instructional design experts, leading to the development an adaptive learning platform prototype. The prototype underwent an eight-week pilot study with 250 Prince Sattam Bin Abdulaziz University (PSAU) students randomly assigned to a control group (non-adaptive system) or an experimental group (adaptive system). Data sources included pre- and post-tests, platform engagement analytics, and learner perception surveys. The results showed that the adaptive group outperformed the control group in the post-test scores (M = 85.2, SD = 6.4 vs. M = 78.5, SD = 7.2) and motivation levels (M = 4.2, SD = 0.7 vs. M = 3.6, SD = 0.8). Additionally, 82% of the adaptive group achieved mastery-level performance compared to 64% in the control group. These findings demonstrate the potential of integrating game mechanics and AI-driven personalization to transform digital learning, offering a roadmap for scalable, data-driven adaptive platforms. Future research will address long-term retention and diverse subject applications. Full article
(This article belongs to the Special Issue Level Up Your Learning: Embracing the Power of AI and Games in Education)
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19 pages, 3722 KiB  
Article
The Role of AI in Historical Simulation Design: A TPACK Perspective on a French Revolution Simulation Design Experience
by Björn Kindenberg
Educ. Sci. 2025, 15(2), 192; https://doi.org/10.3390/educsci15020192 - 6 Feb 2025
Viewed by 1113
Abstract
This study explores the integration of generative artificial intelligence (GenAI), specifically ChatGPT, in designing a historical simulation of the French Revolution for eighth-grade students. Using the technological pedagogical content knowledge (TPACK) framework, the research examines how GenAI facilitated and obstructed the creation of [...] Read more.
This study explores the integration of generative artificial intelligence (GenAI), specifically ChatGPT, in designing a historical simulation of the French Revolution for eighth-grade students. Using the technological pedagogical content knowledge (TPACK) framework, the research examines how GenAI facilitated and obstructed the creation of an immersive educational experience, addressing the challenges and opportunities it presents. The study employs an explanatory case study methodology combined with autoethnographic elements, capturing the dynamic interplay between AI tools and educators in the design process. The simulation incorporated faction-based role-playing to engage students in historical decision-making, influenced by both pre-revolutionary and revolutionary events. GenAI played multiple collegial roles in the design process, including as a subject matter expert, game mechanics designer, and content communicator, enhancing efficiency and creativity. However, its limitations—such as unverified information, anachronisms, and biases—necessitated careful consideration, drawing on content matter expertise and knowledge of curriculum and class context. Findings indicate that the effective use of GenAI to assist simulation design requires a robust integration of content knowledge, technological proficiency, and pedagogical strategies within the TPACK framework. The study contributes to emerging research on AI’s role in pedagogical design process, with implications for history education and beyond. Full article
(This article belongs to the Special Issue Level Up Your Learning: Embracing the Power of AI and Games in Education)
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