Reflections on Personalized Games-Based Learning: How Automation Is Shaped Within Everyday School Practices

Abstract

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Digital games for</b> primary education are often designed to foster children’s learning through motivated practice with core subjects, such as literacy and math. Over the years, and accelerated by the pandemic, these games have become an embedded part of the primary school classroom. Many of them rely on AI and thus <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">automation</i> to adapt children’s learning game tasks and personalize the learning to the child’s learning needs. While removing the requirement for the teacher to plan what students do with the technology, children’s engagement with digital learning tasks, and the digital reports generated as a result have also been proposed to be a critical way to help teachers deliver targeted and time-efficient teaching interventions to those who need them the most <xref ref-type="bibr" rid="ref6" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[6]</xref> , <xref ref-type="bibr" rid="ref9" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">[9]</xref> .