¿Qué sabe ChatGPT de gamificación en educación? De la IA a la artesanÍA

Gamification, which refers to the use of game elements and mechanics in non-gaming contexts, has become an interesting research topic in education. The researcher presents a literature review on the use of gamification in education with the aim of investigating the impacts, benefits, challenges, and trends associated with the application of gamification in an educational context. This literature review identifies several significant advantages of implementing gamification in education. Recent trends in the literature review on gamification in education include the use of new technologies, such as artificial intelligence, virtual reality, and augmented reality. In addition, research has also shown that the integration of gamification with traditional curricula can improve understanding and retention of subject matter. In order to maximize the benefits of gamification in education, this literature review recommends the importance of developing solid pedagogy, collaboration between teachers and game designers, and student participation in the gamification design process. More research is needed to understand more deeply the long-term effects of using gamification in education as well as the best strategies to address the challenges associated with its implementation.

BackgroundThere has been an increase in personal health records with the increased use of wearable devices and smartphone apps to improve health. Traditional health promotion programs by human professionals have limitations in terms of cost and reach. Due to labor shortages and to save costs, there has been a growing emphasis in the medical field on building health guidance systems using artificial intelligence (AI). AI will replace advanced human tasks to some extent in the future. However, it is difficult to sustain behavioral change through technology alone at present.ObjectiveThis study investigates whether AI alone can effectively encourage healthy behaviors or whether human interventions are needed to achieve and sustain health-related behavioral change. We examined the effectiveness of AI and human interventions to encourage dietary management behaviors. In addition, we elucidated the conditions for maximizing the effect of AI on health improvement. We hypothesized that the combination of AI and human interventions will maximize their effectiveness.MethodsWe conducted a 3-month experiment by recruiting participants who were users of a smartphone diet management app. We recruited 102 participants and divided them into 3 groups. Treatment group I received text messages using the standard features of the app (AI-based text message intervention). Treatment group II received video messages from a companion, in addition to the text messages (combined text message and human video message intervention by AI). The control group used the app to keep a dietary record, but no feedback was provided (no intervention). We examine the participants’ continuity and the effects on physical indicators.ResultsCombined AI and video messaging (treatment group II) led to a lower dropout rate from the program compared to the control group, and the Cox proportional-hazards model estimate showed a hazard ratio (HR) of 0.078, which was statistically significant at the 5% level. Further, human intervention with AI and video messaging significantly reduced the body fat percentage (BFP) of participants after 3 months compared to the control group, and the rate of reduction was greater in the group with more individualized intervention. The AI-based text messages affected the BMI but had no significant effect on the BFP.ConclusionsThis experiment shows that it is challenging to sustain participants' healthy behavior with AI intervention alone. The results also suggest that even if the health information conveyed is the same, the information conveyed by humans and AI is more effective in improving health than the information sent by AI alone. The support received from the companion in the form of video messages may have promoted voluntary health behaviors. It is noteworthy that companions were competent, even though they were nonexperts. This means that person-to-person communication is crucial for health interventions.

Artificial intelligence(AI) has emerged as an important key issue in 2020, as predicted by the prospect that those who conquer AI will hold the hegemony of the world in the future which is why the world is paying attention to AI. However, the research on effective ways for students to better understand and utilize AI is in its infancy globally. It is crucial to educate young students(k-1 to 6) AI principles through an efficient method, as part of ICT education. In this paper, we suggest a gamification education based on board games as a way to promote elementary school students’ motivation to learn AI, which is still ambiguous and challenging for adults to understand. In addition, the proposed education method aims to demonstrate the effectiveness of education by analyzing the satisfaction of the results of education conducted in elementary schools. An interesting way to teach relatively complex concepts of AI has been designed, using board games that elementary school students like. The board game-based gamification curriculum proposed in this paper has been piloted, resulting in elementary students getting a better understanding of AI than before education and an average satisfaction of 4.73 out of 5. Gamification in education is an effective means to boost students’ interest in their studies. The gamification education proposed in this paper is expected to educate early on the concept of AI emerging in information science so that students can become more interested in AI in the future.

The implementation of gamification in education has attracted many researchers to increase engagement and achieve learning more effectively. Implementing technology in science curricula has seen a massive influx over the past years to stop the decline in students’ motivation towards science learning and promote scientific thinking. This study’s objective is to present the empirical findings of the state-of-the-art literature on the use of gamification in science education. Therefore, we performed a systematic literature review of 24 empirical research papers published in various electronic databases and the web search engine for scholarly literature and academic resources, Google Scholar, between 2012 and 2020. This review reveals the latest emerging trends of gamification in science education while revealing the literature gap, challenges, impediments, and extending the possibilities for future research directions. It examines the conflicting findings of other studies and provides a framework and insight for future researchers regarding content areas, educational levels, theoretical models, outcomes, methodologies, game elements, and assessment tools.

Introduction. The modern education system has undergone serious changes in recent years – the content of educational programmes is being revised; electronic, mixed, mobile learning is being actively introduced; the practical activities of future specialists are being strengthened. The use of computer networks, web applications, and interactive services makes education more accessible, stimulating the cognitive interests of students, increasing motivation for education. One of the most significant innovative trends in modern education is gamification, which is most often considered as a system that uses components of computer games in non-gaming situations. Aim. The current research aims to analyse the conceptual foundations of gamification in education, to determine a system of tools that can present unique opportunities for gamification, features of its promising use for turning into an innovative experience in the development of higher professional education. Methodology and research methods. The study of the problem of gamification involves the analysis of pedagogical and psychological literature of foreign and Russian authors; systematisation and generalisation of pedagogical concepts, practice-oriented materials, and facts. The gamification methodology includes systematic, personality-oriented, activity-based approaches. An attempt is made to determine the components of the gamification system and their role in the organisation of modern education. The analysis of gamification resources makes it possible to identify approaches to increase motivation and involvement of students, and, in addition, to find out ways to include elements of game design (task definition, feedback, levels, creativity), computer games in the educational environment. On the basis of a personality-oriented approach, the influence of gaming technologies on the development of student personality is considered. The activity approach makes it possible to identify the basics of the organisation and management of the activities of subjects of education, to establish the features of the use of educational technologies, practices and methodological techniques. The activity-based approach in the context of gamification determines an active, ever-increasing activity as a source of personal development of students. Results. In the course of the research, the theoretical foundations of the use of gamification in modern higher education were formulated; tools for the prospective inclusion of gaming practices in the training system were identified; mechanisms of internal and external motivation of students, regulation of the behaviour of future specialists when using game elements were identified. Scientific novelty. The concept of gamification of education is part of the concept of the game and reflects the current trends in the development of education based on the strategy and tactics of gaming activities, structured in a special way taking into account the resources of game principles, mechanics, methods and techniques. Gamified learning can become a leader in the process of training specialists using innovative practices, stimulating motivation, regulating behaviour, implementing ideas of friendly competition and creative cooperation in various educational contexts. Practical significance. In the context of determining the promising foundations for the development of modern higher education, the ideas of original technological support for personnel training are proposed. The implementation of practical measures to develop the involvement of students in the educational process, the regulation of motivation, behaviour and practical activities of students, emotional self-realisation, and the system of relationships will contribute to improving the quality of education in higher education. An important result of the study was the conclusion about the expedient combination of traditional and innovative options for conducting training sessions with students, the inclusion of a variety of gaming practices in the educational process.

Since artificial intelligence has completed the process from the auxiliary tool of human creation to the independent creation completion of works with formal appearance, it has brought many legal issues that have caused widespread controversy. Among them, whether artificial intelligence has the qualification of legal subject and whether the products of artificial intelligence should be protected by law is the focus of the problem. In the legal circle, the involvement of the theme of “non-anthropocentrism” can be traced back to the debate between animal legal personality and non-human ecological rights. The Naruto v. Slater Monkey selfie case and the Pigcasso light people’s debating about animal copyright, and artificial intelligence provides a new research perspective and reinvigorates the research on animal copyright. By means of the analogy research of animals, humans and artificial intelligence, this paper explores the rationality, necessity and feasibility of investing non-human beings with quasi-legal subject qualification in the special subdivision field of law—copyright. Quasi-legal subject qualification means that artificial narrow intelligence and animals are endowed with judicial capacity for copyrights and limited capacity to act. At the same time, the designers of artificial intelligence, animal breeders and the government and so on serve as the quasi-guardian of artificial intelligence and animals. In addition, artificial general intelligence and artificial super general intelligence are endowed with completely independent legal capacity to act, and the quasi-guardian system is terminated. The quasi-guardian system is perfectly compatible with the existing legal framework from the perspective of development. It protects the ownerless intellectual property from the free lift, thereby helping avoid the tragedy of the commons. Furthermore, it solves the problem that animals and artificial narrow intelligence cannot independently safeguard their rights and provides a forward-looking theoretical model for the system construction of non-human copyright.

Introduction: Gamification, the application of game design elements in non-game contexts, has been revolutionized by the rapid advancement of technology, particularly artificial intelligence (AI). By providing real-time feedback and personalized learning experiences, AI-powered gamification has emerged as a pivotal tool in enhancing medical education. This approach leverages both intrinsic and extrinsic motivation to facilitate the learning process and bolster cognitive and practical skills among medical students. Method: This scoping review comprehensively examined software and websites that integrate AI and gamification elements in medical education. Data were sourced from diverse academic databases including PubMed, Scopus, Google Scholar, and other reputable repositories. Studies published between 2008 and 2024 were included if they directly addressed the application of AI and gamification in medical education. Results: Among 3075 identified articles, 22 were selected for analysis. Nine software tools and websites incorporating gamification and AI in education were identified. These tools, underpinned by gamification elements and learning theories, foster enhanced motivation and individualized learning experiences. Conclusion: The findings underscore the potential of AI-powered gamification to significantly improve learning outcomes and strengthen cognitive and practical skills among medical students. By providing immediate feedback and creating interactive learning environments, these tools render the learning process more engaging. Further research is warranted to explore their applications across diverse educational contexts

This study addressed a gap in research regarding graduate students' perceptions and use of Artificial Intelligence (AI) tools in higher education, specifically focusing on English majors. Using Colaizzi's phenomenological approach and purposive sampling technique, the researcher conducted semi-structured interviews with seven participants from a private university in Dumaguete City. The findings revealed that integrating AI into academic tasks significantly enhanced students' educational experiences by improving research efficiency, writing quality, creativity, and access to diverse resources. However, concerns about AI reliability and over-reliance were also highlighted. Six themes emerged that illustrated students' AI utilization: (1) Discernment, which involved assessing AI-generated content; (2) Caution, emphasizing the need for ethical use and vigilance against misinformation; (3) Balance, reflecting efforts to integrate AI support while maintaining scholarly voice; (4) Efficiency, highlighting the increased speed of completing research and writing tasks; (5) Confusion, arising from varied experiences with AI; and (6) Independence, encapsulating the desire to maintain critical thinking despite AI assistance. This study enhanced understanding of the complexities of technology integration in education and offered practical recommendations for educators on ethical AI use. Key contributions included advocating for developing programs and workshops focused on responsible AI use and encouraging independent thought and critical engagement among students. Ultimately, this research aimed to inform teaching practices in a digital learning environment and equip students to navigate the challenges and opportunities presented by technological advancements. It offered valuable insights into how graduate students managed the integration of AI in their academic pursuits, thus contributing to the ongoing discourse on technology in education.

Artificial intelligence (AI) systems are increasingly being used in consumer as well and business applications. Companies are using them, Governments are using them, public security, medical researchers, you and I – everybody seems to be somehow touched. As it becomes more advanced and ubiquitous in our lives, it is critical that AI developers and users understand the ethical implications and challenges posed by this powerful technology. This paper explores the key ethical skills and considerations that are essential for navigating the new world of AI. Artificial Intelligence (AI) presents significant ethical dimensions across various sectors, including research, business, and daily life. It is important to appreciate the major ethical dimensions of AI and how they impact AI systems. Policies and guidelines needs to be laid out for development and usage of such systems. Automated Decisions/Responsibility: No matter how intelligent a AI system might perceived to be, it is always prone to making errors. So, AI system that make automated decisions will always be dangerous. Therefore, it is important to ensure that there is always "human intervention" or "human review" for outcomes/decisions made by AI systems. Determining accountability for AI-generated actions or content remains a significant challenge, emphasizing the need for ethical governance frameworks. There has to be human accountability.Fairness/Bias: AI systems can perpetuate existing biases present in training data, leading to discriminatory outcomes.Transparency: The opaque nature of many AI algorithms complicates accountability, making it difficult to understand decision-making processes.Privacy: AI's capability to process vast datasets can infringe on individual privacy rights, necessitating stringent data protection measuresHuman Dignity: The risk of AI-generated content resembling existing works raises ethical issues regarding originality and authorship.

Gamification has gained an increasing attention from researchers and practitioners in various domains including education as it can increase learners’ engagement and motivation. However, little is known about how educational gamification experiences can be influenced by learners’ characteristics. Therefore, this study provides a systematic meta-review of empirical studies related to learners’ characteristics and educational gamification experiences. The obtained results from the meta-analysis of forty related articles are: (a) learners’ psychological and behavioral outcomes were affected by learners’ characteristics in educational gamification systems; (b) quantitative methods, using questionnaires, are the most used method to measure the effect of learners’ characteristics on their learning outcomes in educational gamification systems, and this needs to be changed to the new potential of using educational big data and learning analytics approaches; (c) personality traits is the most investigated characteristic followed by player types, but there is a need to further investigate other important factors of learners’ characteristics, such as working memory capacity and age; and, (d) a set of game design guidelines that should be taken into consideration while designing educational gamification catering individual difference were proposed.

Artificial intelligence (AI) promises to change health care, with some studies showing proof of concept of a provider-level performance in various medical specialties. However, there are many barriers to implementing AI, including patient acceptance and understanding of AI. Patients' attitudes toward AI are not well understood. We systematically reviewed the literature on patient and general public attitudes toward clinical AI (either hypothetical or realised), including quantitative, qualitative, and mixed methods original research articles. We searched biomedical and computational databases from Jan 1, 2000, to Sept 28, 2020, and screened 2590 articles, 23 of which met our inclusion criteria. Studies were heterogeneous regarding the study population, study design, and the field and type of AI under study. Six (26%) studies assessed currently available or soon-to-be available AI tools, whereas 17 (74%) assessed hypothetical or broadly defined AI. The quality of the methods of these studies was mixed, with a frequent issue of selection bias. Overall, patients and the general public conveyed positive attitudes toward AI but had many reservations and preferred human supervision. We summarise our findings in six themes: AI concept, AI acceptability, AI relationship with humans, AI development and implementation, AI strengths and benefits, and AI weaknesses and risks. We suggest guidance for future studies, with the goal of supporting the safe, equitable, and patient-centred implementation of clinical AI.

PurposeThe purpose of this study is to critically investigate the effects of artificial intelligence (AI)-driven learning environments on learner autonomy, knowledge co-construction and digital equity in Thailand’s online education context. It aims to analyze how algorithmic learning tools and AI-based systems shape learners' educational experiences, particularly focusing on whether these technologies enhance or constrain learner autonomy and collaborative interactions. Additionally, it evaluates ethical and social implications, particularly the digital divide, algorithmic biases and the transparency of AI-mediated educational processes. The study seeks to provide actionable insights and recommendations for policymakers, educators and developers to optimize AI integration for inclusive lifelong learning.Design/methodology/approachThis research adopts a qualitative case study methodology involving in-depth, semi-structured interviews, participant observations and detailed document analysis from 30 diverse participants, including urban and rural learners, educators and instructional designers. Employing actor-network theory (ANT) and posthumanist theoretical frameworks, the study critically examines interactions between human and non-human actors within AI-driven educational environments. This approach allows for comprehensive exploration of participants' lived experiences, perceptions and interactions with AI technologies. Triangulation of multiple data sources ensures depth and reliability, providing nuanced insights into how AI systems influence learner autonomy, collaborative learning processes and educational equity.FindingsThe study identifies AI-driven learning platforms as having dual impacts on learner autonomy, simultaneously enabling greater self-directed learning through personalized guidance and real-time feedback while imposing algorithmic constraints that restrict intellectual exploration. AI-facilitated knowledge co-construction effectively organizes and structures peer interactions yet often results in depersonalized, transactional communication lacking deep human engagement. Furthermore, significant digital inequities are evident, with rural learners disproportionately disadvantaged due to limited technological infrastructure and algorithmic biases embedded within AI-driven platforms. These inequities highlight a critical need for inclusive, transparent and ethical design practices to ensure equitable access and meaningful learner agency.Research limitations/implicationsThe qualitative, context-specific nature of the case study limits the generalizability of findings beyond Thailand’s online educational environment. The rapidly evolving nature of AI technologies suggests that findings reflect a specific temporal context, necessitating continuous research updates. Participant selection bias may have influenced findings, with participants potentially holding strong pre-existing opinions on AI-driven education. Future studies should consider longitudinal analyses to understand long-term impacts, comparative cross-cultural research to validate findings and deeper exploration of algorithmic biases, fairness and ethical considerations in AI-driven educational tools, particularly how they affect diverse socio-economic groups.Practical implicationsPractically, this research underscores the necessity of designing AI-driven learning platforms that genuinely empower learner autonomy and critical thinking rather than restrict or overly dictate educational pathways. Educational practitioners and technology developers should implement transparent AI decision-making processes, enabling learners to understand and critically evaluate algorithmic recommendations. Policies must prioritize digital infrastructure expansion and digital literacy programs to reduce urban-rural digital disparities. Furthermore, pedagogical practices should integrate human-centric approaches to complement AI tools, ensuring that AI technologies serve to enhance, rather than replace, essential human interactions within collaborative learning environments.Social implicationsThe study emphasizes that AI-driven education holds significant potential for democratizing lifelong learning by offering personalized and adaptive learning experiences. However, it also warns of the risks associated with reinforcing existing socio-economic and digital inequalities, particularly between urban and rural learners. Addressing algorithmic biases and digital divides through targeted policy interventions, infrastructural investments and inclusive educational practices is critical for fostering equity and inclusivity in education. By ensuring that AI platforms are accessible and beneficial for all learner demographics, societies can leverage technology as a tool for broad-based educational empowerment and social development rather than a mechanism perpetuating exclusion.Originality/valueThis research contributes original insights into the nuanced impacts of AI-driven learning on learner autonomy, collaborative interactions and digital equity within the Thai educational context – areas relatively underexplored in existing literature. By uniquely integrating actor-network theory and posthumanist perspectives, it offers a sophisticated understanding of the interplay between humans and technologies in educational settings. The empirical findings deliver crucial evidence-based recommendations for educators, policymakers and developers aiming to ethically and inclusively leverage AI in education. Ultimately, the study enriches ongoing discussions on balancing technological advancement with human-centric, equitable and socially responsible educational practices.

The 2022 SLAS technology ten: Translating life sciences innovation.

The trend of gamification in online education has grown as technological advancements allow for more digitized learning environments to create interactive and engaging learning experiences. Learners are motivated in various ways, which necessitates an understanding of gamification mechanics and dynamics that produce enjoyment to adapt them to a variety of factors such as personality, needs, values, and motivations of each learner. Furthermore, exploration and advancement in the field of artificial intelligence (AI) allow us to provide an intelligent adaptive gamification environment. The aim of this study is to review the existing literature on adaptive gamification in e‐learning, as well as to highlight the scoops and future challenges of adaptive gamification applications. The present research followed the literature review method. For the data collected in this study, we used a qualitative approach. This paper presents in the first part a literature review of studies and a synthesis of the literature on the application of adaptive gamification in online education. The second part deals with the use of AI with adaptive gamification in online education and proposes its different techniques and future adaptation.

Artificial intelligence (AI) has come to stay. The use of AI has helped human society greatly. At the same time, it has posed several concerns or issues. One of the issues concerns intellectual property rights (IPR). There has been a debate about whether IPR should be given to AI. Countries like Australia and South Africa have granted IPR in favor of AI. At the same time, countries such as the United States have not recognized IPR in favor of AI. Many countries firmly believe that human intervention is required to grant an IPR. Be it copyright, patent, etc., human intervention is a condition precedent.On the other hand, the countries in favor of granting IPR to AI believe in AI as a person capable of creating literary work or innovation and are convinced to grant AI with IPR. Before we recognize IPR in favor of AI, we have to grant the person’s status to AI. This paper aims to understand various issues related to identifying or non-recognizing IPR to AI.