A MODERATED CONCEPTUAL FRAMEWORK OF AI-DRIVEN EDUCATIONAL GAMES AND THEIR IMPACTS ON LEARNING OUTCOMES: THE ROLES OF TEACHER SUPPORT, LEARNER PREPAREDNESS AND ETHICAL AWARENESS
DOI:
https://doi.org/10.35631/AIJBES.828024Keywords:
Artificial Intelligence, Educational Games, Ethical Awareness, Learner Preparedness, Teacher SupportAbstract
The use of artificial intelligence in education has become a major influence in the development of "smart" educational games, which have been shown to be effective in creating personalized learning experiences through adaptive technology, immediate student feedback, and individualized levels of engagement. Educational artificial intelligence has the potential to enhance educational outcomes, such as improved academic achievement, increased motivation, and the development of higher-order thinking skills. However, studies have found that previous implementations of AI- driven learning environments are not consistent in their ability to produce similar results across different educational settings. This conceptual paper examines the relationship between educational games powered by artificial intelligence as an independent variable producing changes in educational outcomes as the dependent variables. This study draws on three theoretical frameworks: Constructivist Learning Theory, TAM (Technology Acceptance Model), and SDT (Self-Determination Theory). In addition, it proposes that the relationships between these two variables are moderated by three factors: teacher support, learner preparedness, and ethical awareness. This study will also develop a model, representing an integration of the technological, pedagogical, and psychological aspects of using intelligence in education and provide a framework for determining when and how AI can have a positive effect on educational outcomes.
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