Author Information
Indira Usembayeva, Khoja Akhmet Yassawi International Kazakh-Turkish University, KazakhstanGulzhan Niyazova, Khoja Ahmed Yassawi International Kazakh-Turkish University, Kazakhstan
Abstract
The study is aimed at evaluating the impact of the integration of gamification elements and artificial intelligence tools into the teaching process of the secondary school physics course on students’ learning motivation, cognitive engagement, and the quality of mastering the learning material. The main hypothesis of the study is that the systematic use of gamification and AI tools in the educational process contributes to increasing students’ interest in the subject and improving their learning outcomes.The research work is based on a quantitative methodology, and the descriptive and cross-sectional research design made it possible to analyze the views and experiences of the research participants within a certain period of time. The obtained results were processed using the Jamovi statistical program and analyzed using a t-test. Along with scientific works published in the last five years, publications from reputable academic databases such as ScienceDirect, Scopus, Web of Science, SpringerLink, and JSTOR were also analyzed. The study describes the scientific and theoretical foundations of gamification technology and analyzes foreign and domestic educational platforms. The work proposes a methodology for creating a digital environment based on gamification technology for teaching physics. The results of the conducted pedagogical research have practical value in creating an innovative educational environment aimed at introducing new teaching methods into the learning process.
Paper Information
Conference: ECE2026Stream: Design
Published: Wednesday, September 23, 2026
This paper is part of the ECE2026 Conference Proceedings (View)
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To cite this article:
Usembayeva I., & Niyazova G. (2026) The Pedagogical Effectiveness of Integrating Gamification and AI Tools in Teaching Physics ISSN: 2188-1162 The European Conference on Education 2026: Official Conference Proceedings (pp. 543-557) https://doi.org/10.22492/issn.2188-1162.2026.41
To link to this article: https://doi.org/10.22492/issn.2188-1162.2026.41
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