Investigating the Impact of a Mobile Game-Based AI-Enhanced Learning Strategy on L2 Students' Motivation and Achievement
Keywords:
AI-enhanced learning, Game-based learning, Learning motivation, Mobile learning , Second language learningAbstract
The rapid evolution of digital technologies has transformed language education; however, the integrated application of mobile learning, game-based learning, and artificial intelligence (AI) in secondary school second language acquisition remains insufficiently explored. Addressing this gap, the present study investigates the effectiveness of a mobile game-based AI-enhanced learning strategy in improving students’ English learning motivation and academic achievement. A quasi-experimental design was employed involving 78 high school students over a 12-week period, with participants assigned to either an experimental group using the developed system or a control group receiving traditional instruction. Quantitative data were collected through pretest–posttest measures and a validated motivation questionnaire, complemented by qualitative feedback. The results revealed that the proposed approach significantly enhanced students’ motivation across multiple dimensions and led to higher learning achievement compared to conventional methods. Notably, the system was particularly effective in engaging students who initially lacked interest in learning English, as it increased their willingness to participate and enjoyment in learning activities. However, its effectiveness was less pronounced among students with low preference for game-based learning, highlighting the role of individual differences. The novelty of this study lies in its integrative framework, combining mobile accessibility, gamified interaction, and AI-driven personalization within a single learning environment. These findings contribute to the growing body of technology-enhanced language learning research and offer practical implications for designing adaptive, engaging, and learner-centered instructional systems in diverse educational contexts.
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