Developing Programming Skills Using Dynamic Adaptive Gamification in AI-Powered Learning Environments

The study aimed to measure the impact of dynamic adaptive Gamification within an artificial intelligence (AI)-driven learning environment on the development of programming skills in Visual Basic, encompassing both cognitive and performance aspects, among students at industrial technical institutes. This investigation was motivated by the observed deficiencies in students’ Visual Basic programming skills. The study sought to determine the effectiveness of the AI-based environment in enhancing programming skills. To achieve this objective, an experimental research design was employed. A pre- and post-test achievement assessment was administered to evaluate the cognitive dimension of programming skills, while an observation checklist was utilized to assess the performance dimension. The research sample consisted of a randomized group of second-year students from the Industrial Technical Institute, comprising 40 male and female students. Following the experimental intervention and data analysis, statistically significant differences were observed between the pre- and post-test results, favoring the post-test outcomes in both the achievement assessment and the observation checklist for programming skills. In light of these findings, several recommendations were proposed, including the necessity of adhering to established standards when designing Gamification and AI-driven learning environments, fostering machine learning techniques to analyze student performance and provide immediate feedback to enhance programming skills, adopting adaptive assessment methods powered by AI to deliver precise and personalized evaluations of student performance, and applying the current research findings at a practical level to implement dynamic Gamification within AI-powered learning environments for programming skill development