Szczegóły publikacji
Opis bibliograficzny
Gamifying education: a holistic NLP approach to integrating quality AI skills and reinforcing interdisciplinary competences in students / Pascal Muam MAH, Iwona SKALNA, Tomasz PEŁECH-PILICHOWSKI, John Muzam // W: EdMedia + Innovate Learning [Dokument elektroniczny] : World Conference on Educational Media & Technology : May 19–23, 2025, Barcelona, Spain. — Wersja do Windows. — Dane tekstowe. — Waynesville : Association for the Advancement of Computing in Education (AACE), [2025]. — e-ISBN: 978-1-939797-83-4. — S. 260–269. — Wymagania systemowe: Adobe Reader. — Tryb dostępu: https://www.learntechlib.org/primary/p/226155/ [2025-07-29]. — Bibliogr. s. 268–269, Abstr. — Dostęp po zalogowaniu
Autorzy (4)
Słowa kluczowe
Dane bibliometryczne
| ID BaDAP | 161461 |
|---|---|
| Data dodania do BaDAP | 2025-07-31 |
| Rok publikacji | 2025 |
| Typ publikacji | materiały konferencyjne (aut.) |
| Otwarty dostęp |  |
| Konferencja | World Conference on Educational Multimedia, Hypermedia and Telecommunications 2025 |
Abstract
This study explores the integration of artificial intelligence (AI) transferable skills and natural language processing (NLP) through immediate experimentation, with a focus on enhancing gamification in educational and psychological contexts. It emphasizes the value of embedding gamification habits into academic frameworks to promote active learning and develop interdisciplinary skills among students. The research addresses the current gap caused by an overemphasis on theoretical learning and limited practical application of gamified methods in education. Using the "Study, Plan, Do, Check, Act" (SPDCA) framework, the study classifies supervised learning as formal learning and unsupervised learning as informal learning. It examines how both learning types can support student skill development and boost the effectiveness of AI-driven educational tools. The incorporation of gamification is shown to increase student engagement and offer a competitive edge in modern classrooms. Findings reveal that formal learning occupies 9.16% of educational time, while informal learning accounts for 4.89%. However, informal (unsupervised) learning demonstrates a greater impact on knowledge advancement. The study concludes that integrating gamification and informal AI tools can significantly enhance student learning outcomes and meet evolving educational needs.
