Examining the impact of gamified mobile and AI-assisted language learning on academic integrity, creative trait motivation and writing performance
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Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Wiley
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Language learning practices have transformed significantly due to the advent of digital technologies like artificial intelligence (AI) tools and gamified mobile applications. This study explored the effects of gamified mobile language learning (GMLL) and AI-assisted language learning (AIALL) on academic integrity, creative trait motivation and writing performance among upper-intermediate English as a foreign language learners. A total of 349 male students were randomly assigned to one of three groups: Experimental Group 1 (GMLL); Experimental Group 2 (AIALL); Control Group (CG). The research employed a quasi-experimental design, with validated pre-tests and post-tests administered to measure the effectiveness of each learning method on academic integrity, creative trait motivation and writing performance. In addition, qualitative data were gathered through semi-structured interviews. Analysis of variance results revealed that both the GMLL and AIALL groups outperformed the CG on post-tests for writing performance, creative trait motivation and academic integrity. The AIALL group showed more pronounced gains across all domains in comparison to both the GMLL group and the CG, highlighting the superior effectiveness of AI-assisted instruction. Qualitative data further revealed improved engagement, motivation to explore creative writing strategies and a deeper understanding of academic integrity in both experimental groups. The study demonstrates the effectiveness of AI and gamified tools to enhance language learning outcomes, offering language educators innovative approaches to foster creative and ethical learning practices.
Açıklama
Anahtar Kelimeler
academic integrity, AI-assisted language learning, creative trait motivation, gamified mobile learning, writing performance
Kaynak
British Educational Research Journal
WoS Q Değeri
Q1
Scopus Q Değeri
Q1
Cilt
51
Sayı
6
