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Utilizing Technology to Efficiently Connect Students: A Critical Qualitative Study of Non-Competitive Gamification and AI Additions to Research Courses

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Bibliographic Details
Title: Utilizing Technology to Efficiently Connect Students: A Critical Qualitative Study of Non-Competitive Gamification and AI Additions to Research Courses
Language: English
Authors: Emily J. Summers, Elahe Mahmoudi, Jonathan Vontsteen, Kimberly A. Conner, Megan C. Wiedeman
Source: Journal of Interactive Learning Research. 2025 36(1):11-28.
Availability: Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Gamification, Artificial Intelligence, Technology Uses in Education, Technology Integration, Research Methodology, Courses, Learner Engagement, Stress Variables, Stress Management, Efficiency, Skill Development
ISSN: 1093-023X
Abstract: This study qualitatively examined an integrated cross-community approach to augmenting research courses with (a) non-competitive gamification and (b) AI. Unlike other studies, ours was proactive, non-COVID derived, non-competitive, and rooted in a variety of instructional and technology expertise resources. Its three aims were (1) increasing students' engagement, (2) reducing students' course-associated stress, and (3) promoting organizational efficiency for both students and the instructor.
Abstractor: As Provided
Entry Date: 2025
Access URL: https://www.learntechlib.org/p/225223/
Accession Number: EJ1460047
Database: ERIC
Description
Abstract:This study qualitatively examined an integrated cross-community approach to augmenting research courses with (a) non-competitive gamification and (b) AI. Unlike other studies, ours was proactive, non-COVID derived, non-competitive, and rooted in a variety of instructional and technology expertise resources. Its three aims were (1) increasing students' engagement, (2) reducing students' course-associated stress, and (3) promoting organizational efficiency for both students and the instructor.
ISSN:1093-023X