ThinkBox: When gamification meetsartificial intelligence: rethinkinglearning experiences

Authors

  • Vanessa Itacaramby Pardim Universidade de São Paulo, Faculdade de Economia, Administração, Contabilidade e Atuária https://orcid.org/0000-0003-0893-7271
  • Adriana Backx Noronha Viana Universidade de São Paulo, Faculdade de Economia, Administração, Contabilidade e Atuária
  • Pedro Teixeira Isaias Open University, Department of Social Sciences and Management (DCSG)

DOI:

https://doi.org/10.1108/

Downloads

Download data is not yet available.

References

Abbes, F., Bennani, S., & Maalel, A. (2024). Generative AI and gamification for personalized learning: Literature review and future challenges. SN Computer Science, 5(8), 1154. doi: 10.1007/s42979-024-03491-z.

Böckle, M., & Kouris, I. (2023). Design thinking and AI: A new frontier for designing human-centered AI solutions. Design Management Journal, 18(1), 20–31. doi: 10.1111/dmj.12085.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, presented at the MindTrek’11: Academic MindTrek 2011, Tampere Finland (pp. 9–15). ACM. doi: 10.1145/2181037.2181040.

Isaías, P. (2018). Model for the enhancement of learning in higher education through the deployment of emerging technologies. Journal of Information, Communication and Ethics in Society, 16(4), 401–412. doi: 10.1108/JICES-04-2018-0036.

Liu, L. (2024). Impact of AI gamification on EFL learning outcomes and nonlinear dynamic motivation: Comparing adaptive learning paths, conversational agents, and storytelling. Education and Information Technologies. doi: 10.1007/s10639-024-13296-5.

Pardim, V. I., Contreras Pinochet, L. H., Viana, A. B. N., & Souza, C. A. d. (2023). Where is the student who was here? Gamification as a strategy to engage students. The International Journal of Information and Learning Technology, 40(2), 177–192. doi: 10.1108/IJILT-05-2022-0122.

Pinochet, L. H. C., Moreira, M. Â. L., Fávero, L. P., Santos, M. d., & Pardim, V. I. (2023). Collaborative work alternatives with ChatGPT based on evaluation criteria for its use in higher education: Application of the PROMETHEE-SAPEVO-M1 method. Procedia Computer Science, 221, 177–184. doi: 10.1016/j.procs.2023.07.025.

Ramadhan, A., Warnars, H. L. H. S., & Razak, F. H. A. (2024). Combining intelligent tutoring systems and gamification: A systematic literature review. Education and Information Technologies, 29(6), 6753–6789. doi: 10.1007/s10639-023-12092-x.

Rana, S., & Chicone, R. (2025). Gamification and immersive learning with AI. in S. Rana, & R. Chicone (Eds), Fortifying the future: harnessing AI for transformative cybersecurity training (pp. 51–75). Cham: Springer Nature Switzerland. doi: 10.1007/978-3-031-81780-9_3.

Rebelo, S., & Isaias, P. (2020). Gamification as an engagement tool in E-learning websites. Journal of Information Technology Education: Research, 19, 833–854. doi: 10.28945/4653.

Santos, A. C. G., Oliveira, W., Altmeyer, M., Hamari, J., & Isotani, S. (2022). Psychometric investigation of the gamification Hexad user types scale in Brazilian Portuguese. Scientific Reports, 12(1), 4920. doi: 10.1038/s41598-022-08820-x.

Singh, S. (2024). Gamify with caution – a three-pronged model to alleviate the dark side of gamification in learning and development. Development and Learning in Organizations: An International Journal, 39(1), 32–35. doi: 10.1108/DLO-12-2023-0264.

Suresh Babu, S., & Dhakshina Moorthy, A. (2024). Application of artificial intelligence in adaptation of gamification in education: A literature review. Computer Applications in Engineering Education, 32(1), e22683. doi: 10.1002/cae.22683.

Tondello, G. F., Mora, A., Marczewski, A., & Nacke, L. E. (2019). Empirical validation of the gamification user types Hexad scale in English and Spanish. International Journal of Human-Computer Studies, 127, 95–111. doi: 10.1016/j.ijhcs.2018.10.002.

Trinh, M. P., Chico, R. J., & Reed, R. M. (2023). How fun overcame fear: The gamification of a graduate-level statistics course. Journal of Management Education, 48(4). doi: 10.1177/10525629231181120.

Yang, P., & Qian, S. (2024). The relationship between self-determined motivation, emotional involvement, cognitive involvement and leisure-time physical activity among college students. Heliyon, 10(11), e31817. doi: 10.1016/j.heliyon.2024.e31817.

Zhai, X. (2024). Transforming teachers’ roles and agencies in the era of generative AI: Perceptions, acceptance, knowledge, and practices. Journal of Science Education and Technology. doi: 10.1007/s10956-024-10174-0.

Downloads

Published

2025-04-22

Issue

Section

ThinkBox

How to Cite

ThinkBox: When gamification meetsartificial intelligence: rethinkinglearning experiences. (2025). REGE Revista De Gestão, 32(1). https://doi.org/10.1108/