Research in Learning Technology

Integrating AI into educational game design: an AI-enhanced MDA framework

Zhipeng Wen, Samuel Kai Wah Chu — Tue, 17 Mar 2026 00:00:00 +0000

This study proposes an artificial intelligence (AI)-enhanced framework that integrates AI with the Mechanics, Dynamics, and Aesthetics framework through theory synthesis and framework development. It explores how generative AI, adaptive learning algorithms, and procedural content generation enhance gameplay to advance educational game design. The framework aligns AI capabilities with constructivist learning principles, supporting personalized, engaging, and scalable game-based learning. While the framework offers theoretical and practical guidance for AI-integrated educational games, further research is needed to assess its empirical effectiveness across diverse learning settings.

Unpacking the cognitive and ethical pathways of generative AI tools in higher education: a PLS-SEM study of learning performance mediation and moderation effects

Sony Yunior Erlangga, Sarwanto, Harlita — Fri, 13 Mar 2026 07:02:29 +0000

This study examines how Generative Artificial Intelligence Tools (GAIT) influence student learning performance (LP) through cognitive, affective and ethical pathways using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 292 Indonesian university students through a structured questionnaire. The results show that GAIT has a direct positive effect on LP (β = 0.920, p < 0.001). Mediation analysis identifies AI Knowledge (AIK) as the most dominant mediator (β = 0.715, p < 0.001), followed by AI Perception (AIP), Creativity (CRE), Fairness & Ethics (FE) and Cognitive Offloading (CO). Furthermore, AIK significantly moderates the GAIT–LP relationship (β = 0.006, p = 0.048). The model demonstrates high predictive power (R² = 0.604) and good model fit (Standardized Root Mean Square Residual (SRMR) = 0.068). These findings highlight the central role of AI literacy and ethical awareness in maximising the benefits of GAIT for learning. This study contributes theoretically by integrating cognitive, affective and normative dimensions into a unified model of GAIT adoption and offers practical implications for designing AI literacy and ethics-oriented curricula in higher education.

Students’ perspectives on AI conversations in brainstorming within learning management systems in higher education

Triza Mohareb, Rania Al-Qayyem, Amani Elbarazi — Fri, 13 Mar 2026 06:54:12 +0000

This article explores students’ perspectives on how AI conversations can enhance brainstorming within the Learning Management System (LMS), specifically Blackboard (BB). By analysing students’ feedback, the study investigates how students are familiar with AI conversation, benefits, challenges, and future possibilities of this approach. The sample was selected to reflect a variety of learning backgrounds, featuring brainstorming sessions with participants of different ages and academic disciplines. The research utilises both qualitative and quantitative techniques, including an electronic survey distributed to a group of 103 students (78 males and 25 females) enrolled in the Leadership, Entrepreneurship, and Innovation course as well as the University Success course. The average age of the participants is 29, with most being in their first or second year of study. The findings highlight the significant role of AI conversations in boosting brainstorming skills (60.19%). In addition, notable variations in the perceived advantages of AI conversation in brainstorming were (χ² = 11.4, P < 0.01). χ² = Correlation coefficient and P = Percentage. It is proposed to enhance e-learning systems by integrating AI. Universities should integrate AI conversational tools into their e-learning platforms to enhance student engagement. This can be achieved by developing AI platforms and providing comprehensive training for students and faculty on how to utilise these tools effectively. These platforms should also be integrated into assignments, group activities, and brainstorming sessions to encourage individual and group collaboration.

A digital competence training program design based on DigComp 2.1

Emre Canoğulları, Mediha Sarı — Fri, 13 Mar 2026 06:47:51 +0000

This study aims to design a comprehensive and theoretically grounded digital competence training program for middle school students, based on DigComp 2.1: The European Digital Competence Framework. An explanatory sequential mixed-methods design was employed. In the first phase, the Digital Competence Identification Survey (DCIS) was administered to 262 teachers to identify the most essential competencies for seventh-grade learners. Teachers’ evaluations focused on both the perceived importance of digital competencies and their suitability for the seventh-grade level. The quantitative findings were compared with the DigComp framework and the related literature, and the content development process was refined through expert review by three specialists. Rather than producing an assessment-oriented outcome, the study translated the identified competencies into a structured instructional design. The competencies selected through this process were organized into three instructional units: Information Literacy, Digital Content, and Ethics and Safety. The resulting program includes 10 themes, 22 instructional hours, and 45 learning outcomes structured according to Bloom’s Taxonomy and aligned with the basic, intermediate, and advanced proficiency levels of DigComp 2.1. Data analysis combined descriptive statistics and qualitative content analysis. Instrument reliability was confirmed through high internal consistency coefficients, and content validity was ensured via expert consensus and iterative refinement. The developed program demonstrates strong alignment with national and international policy documents, including the Turkish Qualifications Framework, the Digital Turkey Action Plan, the MoNE 2023 Education Vision, and the EU Digital Education Action Plan. The study demonstrates a replicable process for translating broad digital competence frameworks into localized, actionable curricula for underserved middle school student populations.

META messenger AI tutoring for developing graphical reasoning in rotational kinematics and science process skills

John Paul D. Purigay, Edison B. Lopez — Tue, 10 Mar 2026 00:00:00 +0000

Graphical reasoning in rotational kinematics remains a persistent challenge for secondary students, largely due to difficulties in interpreting and connecting angular displacement, velocity, and acceleration graphs. Similarly, the integration of science process skills (SPS) in physics instruction is often underemphasized. This study examined the effectiveness of META Messenger–based AI tutoring in improving students’ graphical reasoning and SPS in the context of rotational motion. A clustered quasi-experimental design was employed with 120 Grade 12 students from a public secondary school in the Philippines, assigned to an experimental group (artificial intelligence [AI] tutoring, n = 60) and a control group (traditional instruction, n = 60). Students completed validated assessments of graphical reasoning, basic SPS, and integrated SPS before and after the 4-week intervention. Results indicated statistically significant learning gains in both groups, with the experimental group demonstrating substantially greater improvements. Posttest scores for the experimental group were significantly higher than those of the control group across all measures, with large adjusted effect sizes and confidence intervals consistently excluding zero. These findings suggest that conversational AI tutoring delivered via accessible platforms can provide effective scaffolding for complex, graph-based physics concepts while simultaneously fostering scientific inquiry skills. The study contributes to emerging evidence on AI-enhanced science education and illustrates a practical model for integrating adaptive technologies in resource-constrained contexts.

Immersive virtual reality versus interactive video: comparing the impact on learning outcomes, motivation, and engagement among college students

Nesreen Haddush, Alec Bodzin — Thu, 05 Mar 2026 00:00:00 +0000

Immersive virtual reality (VR) and interactive videos represent two forms of interactive multimedia utilized in education. Immersive VR, a relatively recent addition to educational technology, has gained attention with the advent of affordable commercial solutions and claims about its learning effectiveness. This study investigates and compares their impact on college students’ learning outcomes, motivation, and engagement. A total of 132 students participated in either immersive VR or interactive video learning experiences. Data were collected through pre- and post-knowledge assessments and self-report surveys measuring motivation and engagement. Findings revealed that participants in the immersive VR learning experience group exhibited significantly higher motivation and engagement than participants in the interactive video group. However, they achieved significantly lower learning outcomes than those in the interactive video group. Moreover, while motivation and engagement were positively correlated, neither factor showed a significant relationship with learning outcomes.

Bridging technical and emotional skill gaps: AI-enhanced adaptive learning and emotional intelligence in project management education

Kristen Karmazinuk, Jim Helik — Wed, 25 Feb 2026 02:11:21 +0000

This study explores how Artificial Intelligence (AI)-enhanced adaptive learning supports technical competencies and emotional intelligence (EI) development in project management education. Using a mixed-methods design, it integrates Partial Least Squares Structural Equation Modeling (PLS-SEM) with thematic analysis to examine how intelligent learning systems influence conceptual mastery, engagement, and interpersonal skills. Findings show that AI-enhanced features, such as real-time feedback, simulations, and reflective prompts, enhance understanding of project management concepts while fostering EI capacities such as empathy, collaboration, and conflict resolution. Participants emphasised the importance of prompt engineering for personalisation, alongside concerns about bias, transparency, and ethical data use. Grounded in constructivist, experiential, and connectivism theories, the study proposes an illustrative framework for adaptive systems integrating cognitive and socio-emotional learning. The findings highlight AI’s potential to develop the hybrid skill sets essential for project leadership while calling for responsible, inclusive, and ethically governed implementation in higher education.

Adopting open textbooks in Moroccan secondary physics and chemistry education: a case study

Sara Ouahib, Rachid Bendaoud, Khalid Berrada — Mon, 09 Feb 2026 00:00:00 +0000

Identified as the single most predominant curriculum delivery vehicle in schools, textbooks not only play a crucial role in disseminating knowledge and organising learning objectives but also reflect learning approaches and curricular orientations. In Morocco, as in many developing countries, the process of updating textbooks is often slow and struggles to keep pace with rapid technological advancements, resulting in significant gaps in students’ learning experiences, especially for physics and chemistry, which require experimental material and contemporary examples. The rise of digital educational resources, such as Open Educational Resources (OERs) and open textbooks, presents an opportunity to address these challenges by offering a more accessible, dynamic and regularly updated version of this indispensable teaching material. This study investigates the impact of adopting an open textbook dedicated to the physics and chemistry course at the scientific common core level in the secondary cycle (K–12) in Morocco on student learning outcomes by providing a qualitative and quantitative analysis involving a sample of 160 students over two academic years 2022/2023 and 2023/2024. Data were collected using a questionnaire developed around the four components of the COUP (Cost, Outcomes, Usage and Perceptions) framework. Results have shown positive feedback from students praising the accessibility, affordability and interactive features of the open textbook, enriching their learning experiences and helping to improve their academic performance.

Generative AI as a partner for teachers in building personalised learning paths for students with ease in Tanzania

Juliana Kamaghe — Tue, 10 Feb 2026 04:21:06 +0000

This study examines how generative artificial intelligence (AI) can assist secondary school teachers in Tanzania to create personalised learning paths more efficiently and effectively. Many educators face overcrowded classrooms and limited resources, making it challenging to meet the diverse needs of their students. To address this, 120 Dar es Salaam and Dodoma teachers tested AI-driven tools like ChatGPT and Grok for lesson planning, assessments and adaptive content delivery. The results indicated significant improvements in student engagement and academic performance while reducing teacher workload. Teachers found these AI tools intuitive and beneficial, especially for customising instruction and saving time. However, challenges such as inadequate training and infrastructure continue to pose significant obstacles, particularly in rural areas. The study concludes that generative AI offers a scalable and inclusive solution for enhancing teaching and learning when paired with proper support. It recommends strategic investments in professional development and digital infrastructure to fully realise generative AI’s educational potential and address existing equity gaps across Tanzanian schools.