Content area
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.
Details
Learning Motivation;
Influence of Technology;
Distance Education;
Adult Learning;
Individualized Instruction;
Games;
Instructional Materials;
Educational Psychology;
At Risk Students;
Feedback (Response);
Educational Objectives;
Learning Management Systems;
Electronic Learning;
Artificial Intelligence;
Student Motivation;
Formative Evaluation;
Holistic Approach;
Educational Environment;
Lifelong Learning;
Difficulty Level;
Learner Engagement;
Learning Modules;
Cognitive Psychology;
Algorithms
; Muhammad Nasir Khan 2
; Addas, Abdullah 3
; Qasim Awais 4 ; Ayub, Nafees 5
1 Computer Science and Software Engineering Department, Beaconhouse International College, Faisalabad 38000, Pakistan
2 Electrical Engineering Department, Government College University Lahore (GCUL), Lahore 54000, Pakistan;
3 Department of Civil Engineering, College of Engineering, Prince Sattam Bin Abdulaziz University, Alkharj 11492, Saudi Arabia; Landscape Architecture Department, Faculty of Architecture and Planning, King Abdulaziz University, P.O. Box 80210, Jeddah 21589, Saudi Arabia
4 Department of Electronics and Computer Science, Fatima Jinnah Women University, Old Presidency, Rawalpindi 46000, Pakistan;
5 Computer Science Department, Government College University Faisalabad (GCUF), Faisalabad 38000, Pakistan;