Intelligence-Assisted Gamification: Designing Adaptive Playful Environments for Learning Personalization
DOI:
https://doi.org/10.5281/zenodo.19870869Keywords:
Artificial Intelligence, Gamification, Adaptive Learning, Educational Innovation, Instructional Design.Abstract
This research article analyzes the intersection between Generative Artificial Intelligence (GAI) and playful instructional design, proposing a model for the creation of adaptive educational games at the Basic Education level. The central problem is that traditional
gamification is usually static, forcing all students to progress at the same pace, which generates frustration in students with difficulties and boredom in those with high abilities. The objective of this study is to methodologically structure the use of large language models (LLMs) to design branching narratives and stealth assessment systems that adjust their difficulty level in real time according to user performance. Through an action-research approach and the analysis of structured prompt design, educational role-playing game (RPG) matrices were developed. The theoretical and practical results show that AI allows the teacher to exponentially reduce the design time of complex decision trees, making true personalization of learning viable. It is concluded that play as a pedagogical strategy, enhanced by AI, transcends mere motivation to become an engine of cognitive development adapted to the Zone of Proximal Development of each student.
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