The Impact of Gamified AI-Driven Assessment on Collaborative Learning and Learning Performance of Students

Maghami, Hamidreza

doi:10.30473/t-edu.2025.74118.1263

Document Type : Original Article

Author

Hamidreza Maghami

Associate Professor, Department of Educational Technology, Allameh Tabataba'i University, Tehran, Iran.

https://doi.org/10.30473/t-edu.2025.74118.1263

Abstract

The purpose of this study was to investigate the impact of gamified AI-driven assessment on collaborative learning and learning performance of students. The research method was a quasi-experimental pretest-posttest control group design. The statistical population consisted of all Master of Educational Sciences students at Chabahar International University. From this population, 50 students were selected using convenience sampling and randomly assigned to two groups: experimental and control (25 in each group). The research instruments included the Collaborative Learning Questionnaire by Cho et al. (2007) and the Learning Performance Questionnaire by Young, Klemz, and Murphy (2003). Data were analyzed using analysis of covariance (ANCOVA). The findings revealed a significant effect of gamified AI-driven assessment on collaborative learning (p < 0.05). Additionally, gamified AI-driven assessment demonstrated a significant impact on learning performance (p < 0.05). The results indicate that gamified AI-driven assessment has a positive effect on both collaborative learning and learning performance of students. It is suggested that gamified AI-driven assessment can be utilized in other student courses.

Keywords

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