Year: 2025
Type: article
Abstract: This study presents an AI-driven, gamified learning platform designed to support indigenous language revitalization in higher education. Recognizing barriers such as unstable policies, low learner motivation, and limited authentic contexts, the system embeds culturally responsive content—community narratives and dialogues—into mission-based quests and avatar interactions. Grounded in self-determination theory, the platform promotes autonomy, competence, and relatedness through adaptive task difficulty, real-time feedback, and co-designed content with indigenous elders. In collaboration with the NCCU Center for Aboriginal Studies, a quasi-experimental study will compare undergraduate learners using the AI platform with those in traditional instruction across 8–12 weeks. Assessments will measure language proficiency, motivation, and engagement using mixed methods. We hypothesize that the AI group will achieve higher gains in motivation and proficiency. Findings aim to inform digital learning theory and offer practical guidance for integrating culturally grounded AI tools in indigenous language education.
Authors: Chung, Ming Hsuan, Yang, Chih Kai, Chen, Pin-You, Chen, Jiun-Jia, Chou, Chih-Yuan
Institution: National Chengchi University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7019567645
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