Work

Effectiveness of AI-Supported Game-Based Learning: A Systematic Review of Outcomes, Challenges, and Future Directions

Year: 2026

Type: review

Abstract: BACKGROUND: AI-supported game-based learning (AI-GBL) integrates artificial intelligence mechanisms, including adaptive difficulty adjustment, large language model (LLM) scaffolding, intelligent non-player characters (NPCs), and stealth assessment, into game-based educational environments. OBJECTIVE: This systematic review synthesizes the empirical evidence on AI-GBL effectiveness, adaptive mechanisms, and intelligent assessment approaches across diverse educational contexts. METHOD: Following PRISMA 2020 guidelines, 55 peer-reviewed empirical studies (2021-2026) were identified from Web of Science and Scopus databases. Two independent reviewers screened records (κ = 0.89; 100% consensus on disagreements), extracted data using a standardized coding scheme, and assessed methodological quality using a five-criterion rubric. A thematic synthesis approach was adopted due to the heterogeneity of the evidence base. RESULTS: The reviewed studies generally suggest promising positive effects of AI-GBL on knowledge acquisition, intrinsic motivation, and affective engagement under a range of educational conditions. LLM-based scaffolding reduces cognitive load but risks fostering passive dependency; adaptive difficulty adjustment benefits depend critically on the direction and magnitude of adaptation; AI NPCs function as credible instructional partners in both EFL and STEM contexts; stealth assessment achieves AUCs of 0.848-0.913. Challenges include algorithmic bias in assessment models, LLM latency, over-reliance risks, and a near absence of longitudinal evidence. CONCLUSIONS: AI-GBL's effectiveness rests on principled alignment between AI mechanisms and learning theory rather than algorithmic sophistication per se. Equity-by-design approaches and longitudinal evidence constitute the field's priority research needs.

Source: Behavioral Sciences

DOI: 10.3390/bs16071050

Authors: İsmail Kaşarcı, Eyüp Yurt

Institutions: Eskişehir Osmangazi University, Bursa Uludağ Üni̇versi̇tesi̇

Language: English

Topic: Educational Games and Gamification

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,654