Version 1
: Received: 8 January 2024 / Approved: 9 January 2024 / Online: 9 January 2024 (09:20:10 CET)
How to cite:
Pavić, T.; Skala, T.; Maričević, M. Conceptual Development of a Gamified Application for Interactive Learning with an Artificial Intelligence Mentor. Preprints2024, 2024010709. https://doi.org/10.20944/preprints202401.0709.v1
Pavić, T.; Skala, T.; Maričević, M. Conceptual Development of a Gamified Application for Interactive Learning with an Artificial Intelligence Mentor. Preprints 2024, 2024010709. https://doi.org/10.20944/preprints202401.0709.v1
Pavić, T.; Skala, T.; Maričević, M. Conceptual Development of a Gamified Application for Interactive Learning with an Artificial Intelligence Mentor. Preprints2024, 2024010709. https://doi.org/10.20944/preprints202401.0709.v1
APA Style
Pavić, T., Skala, T., & Maričević, M. (2024). Conceptual Development of a Gamified Application for Interactive Learning with an Artificial Intelligence Mentor. Preprints. https://doi.org/10.20944/preprints202401.0709.v1
Chicago/Turabian Style
Pavić, T., Tibor Skala and Marko Maričević. 2024 "Conceptual Development of a Gamified Application for Interactive Learning with an Artificial Intelligence Mentor" Preprints. https://doi.org/10.20944/preprints202401.0709.v1
Abstract
This research explores the transformation of learning methodologies from traditional to modern approaches, focusing on the development of a gamified educational application with an Artificial Intelligence (AI) mentor for secondary school graduates preparing for Croatian state graduation exams. Traditionally, education has been marked by a passive student role and teacher-centric transmission of knowledge. In contrast, modern learning tools, such as gamified applications, introduce interactive and engaging elements. The purpose of this study is to identify user-centric learning approaches through a comprehensive survey of graduating students, assessing their readiness for exams, learning styles, and preferences. The research explores issues such as financial burdens on parents for preparatory courses and copyright concerns with external educational materials. In summary, the learning application should prioritise sustained knowledge retention, motivation, and stress reduction, offering an alternative to external preparatory courses. Conclusions underscore the importance of fostering an engaging learning environment, incorporating teacher-like elements, and aligning with user expectations. As digital technology positively impacts the learning experience, understanding user preferences is crucial in designing educational apps that cater to learners' needs. The study provides insights for developing a gamified learning application that not only prepares students for exams but also enhances long-term knowledge acquisition and engagement.
Keywords
secondary school education; educational app; learning approaches; gamification; artificial intelligence; user experience design; user interface design; state graduation exams
Subject
Computer Science and Mathematics, Artificial Intelligence and Machine Learning
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
