AI-mediated feedback in gamified programming education

Effects on vocational students’ achievement and motivation

Bibliographic Data

ID22167128
AuthorsHe Ying (Universiti Sains Malaysia), Wan Ahmad Jaafar Wan Yahaya (0000-0002-8605-0062, Universiti Sains Malaysia)
Year2026
Volume11
Publication date2026-05-22
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1846699
OpenAlexW7162105630
LanguageEN
References cited30

This study examined the effects of an AI-enhanced gamified learning platform on vocational students’ programming achievement and interaction-related motivation. The platform was designed based on the GAFCC instructional model and incorporated real-time AI-mediated feedback to support learners during Java programming tasks. A quasi-experimental design was conducted with 90 first-year vocational students assigned to either an AI-enhanced gamified condition or a gamified condition without AI support. Programming achievement and interaction-related motivation were assessed following the intervention. Statistical analyses indicated that students in the AI-enhanced condition achieved significantly higher programming performance and reported stronger interaction-related motivation, particularly in confidence and satisfaction. The findings suggest that AI-mediated feedback is associated with improvements in learner–system interaction quality, which in turn supports better task performance and motivational responses

Java · Statistical analysis · Student achievement · Vocational education · Vocational school · Educational Games and Gamification · Intelligent Tutoring Systems and Adaptive Learning · Teaching and Learning Programming

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Open DOIOpen Access