Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 2 (2026)

Rethinking Learning in Higher Education Through AI-Driven Gamification: A Meta-Synthesis

John Mark N. Saldivar

Discipline: Education

 

Abstract:

This meta-synthesis examined educators' roles and experiences in AI-enhanced, gamified learning environments in higher education, emphasizing how integrating artificial intelligence (AI) and gamification enhances engagement, motivation, and educational outcomes. From 3671 academic publications gathered via the Publish or Perish software, 22 qualitative studies from three open-access repositories passed the inclusion and exclusion criteria. Utilizing Braun and Clarke's six-phase thematic analysis alongside the PRISMA 2020 framework, the synthesis yielded ten themes organized into three meta-themes: (1) the evolving responsibilities of educators, (2) the advantages of gamification, and (3) the challenges faced during implementation of AI-driven gamification. The findings revealed that educators are increasingly taking on the roles of designers, collaborators, and evaluators, employing AI tools and gamified approaches to customize instruction, boost engagement, and promote learner autonomy. The incorporation of adaptive algorithms, intelligent feedback, and learning analytics bolsters data-informed pedagogy and ongoing formative assessment. Nevertheless, ethical dilemmas, inadequate digital literacy, and infrastructural deficiencies remain significant barriers. The study concludes that the sustainable integration of AI-driven gamification requires ethical oversight, ongoing faculty training, and institutional preparedness to ensure inclusivity and effectiveness. In alignment with Sustainable Development Goal 4 (SDG 4), the findings advocate for higher education institutions to establish comprehensive AI policies, invest in digital infrastructure, and develop professional expertise to promote equitable, innovative, and lifelong learning environments. Ultimately, AI-enhanced gamification offers a transformative trajectory towards dynamic, student-centric education.



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