Integrating gamification and artificial intelligence in higher education: a self-determination theory approach to motivation and learning effectiveness

Purpose This research adopts the framework of self-determination theory (SDT) to explore how gamification and artificial intelligence (AI) impact students’ learning effectiveness by addressing their fundamental psychological needs (competence, autonomy and relatedness) and fostering intrinsic motivation. Specifically, the study aims to (1) examine how gamification and AI respectively influence these basic psychological needs, (2) analyze how the satisfaction of these needs affects intrinsic motivation and (3) investigate the mediating role of intrinsic motivation in enhancing students’ learning effectiveness. Design/methodology/approach The study applies structural equation modeling to examine data gathered through a questionnaire administered to 615 university students in Vietnam. Findings This study indicates that gamification and AI directly influence students’ basic psychological needs. Gamification enhances competence and autonomy but does not significantly affect relatedness, whereas AI positively impacts the three needs. Competence, autonomy and relatedness significantly enhance intrinsic motivation, which in turn plays a crucial role in improving learning effectiveness. These results highlight the value of integrating gamification and AI into educational environments to foster students’ motivation and optimize learning outcomes. Practical implications The study provides practical guidance for educational institutions and lecturers aiming to improve students’ learning effectiveness. It recommends that institutions prioritize course designs that deliberately integrate gamification elements and AI to enhance learners’ motivation and learning outcomes. Originality/value This study extends SDT by examining the influence of gamification and AI on students’ psychological needs, intrinsic motivation and academic performance in a unified model. Unlike previous studies that analyze gamification and AI separately, this study combines gamification and AI to show how they can work together to satisfy learners’ needs and improve motivation. It also extends the SDT framework to a developing country context (Vietnam), emphasizing how cultural and institutional factors shape motivation in technology-enhanced learning. The findings of this study provide meaningful insights for developing learning environments that are engaging and supportive.