Enhancing Intelligent Tutoring Systems through Octalysis Gamification and Adaptive AI Agents

Abstract: This study aims to increase students' learning motivation in Islamic Religious Education (PAI) through the application of Project-Based Learning (PJBL) model at SMP Negeri 2 Pallangga. Islamic Education has an important role in instilling moral, ethical, and religious values that are the basis of the life of the nation and state. However, the challenge faced in PAI learning is the low motivation of students to learn which has an impact on the understanding and application of religious values in everyday life. This study used the Classroom Action Research (PTK) method with a cyclical approach consisting of two cycles, referring to the classroom action research framework developed by Kemmis and McTaggart, involving 28 students. The research results from the first cycle showed that the majority of students were in the moderate category, with scores ranging from 59% to 73%. In the second cycle, all students managed to reach the “High” category, with scores ranging from 76% to 90%, reflecting the success of the teaching method applied. These findings suggest that PjBL is effective in increasing students' motivation by giving them control over the learning process and encouraging active participation in collaborative projects. This study concludes that PjBL can significantly improve students' engagement and achievement in Islamic Religious Education. Keywords: project-based learning, learning motivation, Islamic Religious Education.DOI: http://dx.doi.org/10.61436/bsscd/v3i2.pp72-83

In recent years, digital video courseware has emerged as an effective tool for enhancing learning experiences, particularly in Technical and Vocational Education and Training (TVET) programs. As technological advancements continue to reshape industries, there is an increasing demand for students to develop both digital competence and problem-solving abilities, such as Computational Thinking (CT). Despite its importance, the integration of CT principles with personalized, self-paced learning approaches, such as learner-paced digital video courseware, has not been extensively explored. This study aims to address this gap by examining how learner-paced predefined segments and CT algorithmic thinking can impact TVET students' perceived motivation. This quasi-experimental study compares two courseware modes: learner-paced and system-paced predefined segments, to evaluate their effects on student motivation. Content delivered in the learner-paced mode allows students to progress through segments at their own pace, while the system-paced mode follows a fixed sequence. The findings from ANOVA analysis revealed that students in the learner-paced mode exhibited significantly higher motivation levels than those in the system-paced mode. These results highlight the benefits of integrating self-paced learning with CT strategies, suggesting that such instructional designs can enhance motivation and engagement in TVET education. The study advocates for the adoption of these approaches to improve student outcomes and better equip them with the skills needed for the digital workforce.

Intelligent tutoring systems (ITS) are characterized by their direct and adaptive feedback as well as their capability of assessing the knowledge of students and administering exercises based on those assessments. The state of research regarding the effectiveness of ITS in mathematics is inconclusive. Hence, in this study, we examined the impact of utilizing an ITS on the learning gains in mathematics for students in grades 7 and 8. This longitudinal investigation was conducted with students from 55 classes (940 students) in northern Germany. Mathematics performance as well as relevant covariates were measured at the beginning and the end of the school year, and interactions with the ITS were recorded throughout the school year, providing a comprehensive dataset for analysis. Teachers were free in choosing the extent, subjects and methods of ITS usage. In addition, students could also use the ITS on their own. A multilevel analysis revealed that the frequency of ITS usage had no significant effect, neither at the class level nor at the individual level. Our results show that using ITS does not automatically lead to better learning gains. Therefore, future studies need to identify the conditions and practices that contribute to effective ITS use.

На даний час проблема становлення висококваліфікованих фахівців набуває все більшого значення. Сучасне суспільство ставить до випускника вищого медичного навчального закладу особливі вимоги, серед яких важливе місце займають високий професіоналізм, активність, вміння співчувати, навички спілкування на основі взаєморозуміння, знання медичної етики і деонтології. Саме тому процес підготовки майбутніх фахівців в умовах сучасної освіти є досить складним процесом, який зумовлений багатьма чинниками. Проблема мотивації є однією з фундаментальних проблем навчання, а найважливішим параметром, який визначає ефективність процесу навчання студентів, є його особиста зацікавленість або мотивація навчання. В дослідженні брали участь студенти третього курсу Дніпропетровської медичної академії. У даній статті розглянуто сучасний стан проблеми навчально-професійної мотивації вітчизняних студентів і студентів-іноземців у процесі здійснення навчальної діяльності, а саме під час вивчення дисципліни «Пропедевтика педіатрії». Наведено результати дослідження основних, домінуючих мотивів навчання студентів третього курсу Дніпропетровської медичної академії, проведено аналіз домінуючих мотивів отримання вищої медичної освіти сучасними студентами, визначено ступінь їх важливості для кожного окремого студента. Виявлені відмінності в мотивах навчання вітчизняних студентів і студентів-іноземців. Результати дослідження основних груп мотивів професійної підготовки студентів і розподіл даних груп мотивів за ранговими значеннями можуть служити основою для подальшого дослідження, спрямованого на удосконалення процесу навчання і саморозвитку студентів, з урахуванням їх індивідуальних, особистісних якостей, рівня сформованості мотивів навчання.

The rapid advancement of artificial intelligence (AI) is transforming education, particularly vocational institutions, which play a vital role in producing technically skilled professionals. Vocational colleges face challenges in modernizing teaching methods and addressing deficiencies in self-directed learning mechanisms, such as disparities in students' abilities, technological acceptance issues, and limited teacher support. This study aims to develop AI-based strategies to enhance autonomous learning among vocational students, focusing on intelligent systems, feedback mechanisms, and optimized learning environments while redefining the role of educators. A comprehensive literature review was conducted to analyze existing self-directed learning mechanisms and challenges in vocational education. The findings reveal that integrating AI technologies into vocational education significantly improves learning outcomes. Intelligent learning systems enable personalized pathways and adaptive feedback, while optimized learning environments and educator training address student disparities and motivational issues. The study concludes that adopting AI-supported autonomous learning strategies not only resolves current challenges but also provides a roadmap for innovation in vocational education. Future efforts should focus on refining these mechanisms and ensuring their scalability to nurture self-reliant and innovative professionals.

This study examines the expression of students’ motivation and engagement in primary mathematics education through the use of interactive digital tools. The relevance of the topic is highlighted by the increasing integration of digital technologies into the educational process, aiming to enhance students’ active participation, deepen understanding of mathematical concepts, and develop essential competencies that form the foundation for further learning. Mathematics in primary education plays a crucial role in developing conceptual understanding, procedural fluency, strategic problem-solving skills, logical and spatial reasoning, the ability to communicate mathematical ideas, and collaboration with peers. Additionally, fostering a positive attitude toward mathematics is particularly important, allowing students to perceive the subject's relevance and applicability in everyday life. Digital tools such as GeoGebra, Matific, ClassWise, augmented reality (AR), virtual reality (VR), and the EDUKA platform support these objectives by promoting student motivation, engagement, and academic achievement (Bertrand et al., 2024; Radović et al., 2018; Gulbinas & Arkušauskaitė, 2015). The research problem is based on the observation that although interactive digital tools are increasingly used in mathematics lessons, empirical data on their impact on student motivation and engagement are limited. Student behavior, activity levels, and collaboration depend on lesson structure, pedagogical methods, classroom microclimate, and the nature of the tools used, necessitating analysis in authentic educational contexts (Mula et al., 2025; Radišić & Baucal, 2024). The study aimed to analyze students’ motivation and engagement during mathematics lessons employing interactive digital tools. Research tasks included reviewing scientific literature, outlining the advantages and challenges of integrating digital tools, and analyzing observational data to identify forms of behavioral and emotional motivation. The study employed a qualitative research methodology, using structured observation to systematically record students’ engagement and motivation in lessons incorporating GeoGebra, Matific, ClassWise, AR/VR, and EDUKA. Data were analyzed using qualitative content analysis to identify key themes and interpret findings (Kardelis, 2016). The observation protocol focused on three domains: student behavior, emotional expression, and teacher activity. Approximately 40 students and four teachers from two Lithuanian primary schools participated in eight mathematics lessons, allowing for a diverse dataset reflecting different educational contexts. Results revealed that student engagement and motivation are closely linked to the type of interactive tool, the incorporation of gamified elements, and the structure of lesson activities. Lessons using Matific, GeoGebra, or ClassWise promoted higher attention, active participation, collaboration, and emotional involvement. Gamification features, such as point collection and visual performance indicators, enhanced extrinsic motivation, while Matific’s star ratings supported intrinsic motivation, encouraging students to achieve understanding beyond task completion (Noverianto & Munahefi, 2023). Less interactive tools, such as EDUKA modules without gamified features, elicited lower engagement and mechanical task completion. AR and VR applications stimulated curiosity, spatial reasoning, and visual understanding, although technical difficulties occasionally reduced motivation temporarily. Nevertheless, students’ overall responses to AR/VR experiences were positive, demonstrating interest and willingness to repeat activities (Bulut & Borromeo Ferri, 2023; Cao, 2023). The findings also indicated that long-term motivation depends on pedagogical context—consistent teacher support, structured lessons, clear objectives, and high interactivity levels reinforce not only short-term engagement but also sustained interest in mathematics. The study highlighted that technical challenges, including equipment availability, system failures, and platform licensing, can temporarily hinder motivation. Pedagogical preparedness is critical, as even advanced technologies do not yield results without structured lesson planning, gamification, and teacher guidance. Digital tools are most effective when combined with a positive classroom climate, social context, and diverse pedagogical strategies. In conclusion, interactive digital tools significantly enhance students’ motivation, engagement, collaboration, and ability to visualize complex mathematical phenomena. Their effectiveness, however, depends on teacher preparation, technological competence, classroom microclimate, and proper structuring of activities. Integrating interactive, gamified digital resources with social and pedagogical support provides conditions for meaningful, effective, and sustained learning in primary mathematics. The study emphasizes that successful digital tool implementation can maintain intrinsic motivation, foster ongoing learning enthusiasm, and improve academic outcomes, while also providing teachers with flexibility to differentiate tasks according to individual student abilities.

Intelligent learning systems (ILSs) have evolved in the last few years basically because of influences received from multi-agent architectures (MAs). Conflict resolution among agents has been a very important problem for multi-agent systems, with specific features in the case of ILSs. The literature shows that ILSs with cognitive or pedagogical agents are prone to arbitration methods, where as ILSs with reactive agents are much in favor of control mechanisms. For these kind of systems, different control types are proposed based on the different stimuli that these agents will receive. These stimuli are aspects to be evaluated during the teaching/learning process such as: (1) error analysis, (2) learning styles, (3) analogies, (4) social aspects, etc. The paper reviews several ILSs, related to our work; different control mechanisms are proposed to solve the agents' intervention conflicts. Finally, the use of several mechanisms is exemplified by the results of a specific ILS.

This study investigates the discussions surrounding contextual learning grounded in human values. The primary objective is to assess the extent to which contextual learning, informed by human values, impacts social studies learning outcomes, particularly in relation to student motivation. The research employs a quasi-experimental design featuring a post-test-only control group. The sample population consists of 224 fifth-grade students from eight elementary schools, with 102 students selected through random sampling techniques. Data on learning motivation were collected via questionnaires, while learning outcomes were evaluated through multiple-choice assessments. The analysis was conducted using ANOVA A-B (SPSS 17.00) for Windows. There are significant differences in social studies learning outcomes between students engaged in contextual learning based on human values and traditional learning methods; an interaction effect exists between the type of learning applied and the level of student motivation. Among students with high motivation, notable differences in social studies outcomes are observed between those receiving contextual learning and those in conventional settings; for students with low motivation, no significant differences in social studies outcomes are found between the two learning approaches. Contextual learning based on human values improves social studies outcomes for motivated students. Educators should recognize their students' local context and culture and employ innovative methods for impactful learning experiences.

098 Developing an Intelligent tutoring system for prostate cryosurgery

The purpose of this mixed-methods study was to investigate the relationship between teachers’ conceptions of mathematics and their use of intelligent tutoring systems for mathematics instruction. Intelligent tutoring systems are adaptive computer programs which administer mathematics instruction to students based on their cognitive state. A conception is a mixture of beliefs and knowledge. The participants in this study were 93 junior high school mathematics teachers from three school districts in the Midwest. Data were gathered using a two-part online survey. The first part of the survey contained questions about their use of intelligent tutoring systems, graphing calculators, Desmos and dynamic geometry software. The second part of the survey contained Likert questions from the teachers’ version of the Conceptions of Mathematics Inventory. Desmos is a website providing interactive classroom activities and a user-friendly graphing calculator. Dynamic geometry software is a class of interactive geometry programs. The quantitative analysis revealed no statistically significant interactions between teachers’ conception scores and intelligent tutoring system use, or between teachers’ conception scores and how intelligent tutoring systems were used. There were statistically significant interactions between teachers’ conception scores and their use of graphing calculators, Desmos, and dynamic geometry software. The qualitative analysis revealed that teachers used intelligent tutoring systems for differentiation. Teachers used graphing calculators, Desmos, and dynamic geometry software for visual, computational, and exploratory purposes. Teachers exclusively using intelligent tutoring systems to incorporate technology should also incorporate technology which promotes student exploration.

Many students experience a lack of motivation and engagement in learning due to the monotonous learning system. Therefore, many teachers apply gamification strategies to increase student motivation and engagement in learning. This study investigates the integration of gamification strategies within English as a Foreign Language (EFL) instruction to amplify student motivation and engagement. Gamification, a methodology applying gaming elements in a non-game context, serves as a focal point to enhance learning participation and motivation. In the realm of EFL education, student motivation and engagement often pose significant challenges. Through qualitative methodology involving classroom observations, questionnaires, student interviews, and teacher reflections, this research assesses the impact of implementing game elements like point-based assessments, competitive dynamics, challenges, and rewards on student motivation and engagement in learning English. The findings underscore a notable surge in student motivation attributed to the incorporation of game elements, fostering a more enjoyable and competitive learning environment that encourages active student participation. This research contributes vital insight for educators, highlighting the efficacy of gamification as a tool to heighten motivation and engagement in EFL education. It emphasizes the need for judicious integration of relevant gaming elements in pedagogical design to craft more immersive and meaningful learning experiences for students studying English as a Foreign Language.

Objective :This study aims to examine the effect of the blended learning model on learning motivation in physical education for fifth-grade students at SD Aisyiyah, Sukabumi. Method: The research employed a quantitative pre-experimental design using a One-Group Pretest-Posttest Design. The population consisted of all fifth-grade students, and a sample of 21 students was selected using cluster random sampling within a probability sampling framework. The data were analyzed using descriptive statistics and a paired-sample t-test. The collected data were analyzed using descriptive statistics and a paired sample t-test. Results: The analysis demonstrated an increase in student learning motivation after the implementation of blended learning. The pretest produced a mean score of 27.04 (SD=9.255), while the posttest mean score increased to 38.00 (SD=3.619). The paired-sample t-test yielded a significance value of 0.000 (<0.05), that the blended learning model had a significant effect on students’ learning motivation. Novelty: This study contributes to the existing literature on blended learning by emphasizing its effectiveness in enhancing motivation in physical education, an area that often receives less attention compared to academic subjects. The findings offer empirical evidence that blended learning can be a valuable approach in elementary school to promote students’ engagement and motivation in physical activity learning.

The main mission of the intelligent tutoring system is to estimate and predict the students’ learning status accurately and to generate a learning path that is inherent to the students. There are many learning state estimation and prediction methods, and there are also many methods to generate learning paths using the results. We propose a method to predict the learning state of a student and generate a learning path using the Hidden Markov Model, a probabilistic reasoning over time. We propose and illustrate in detail how to formalize the Hidden Markov Model using an extended knowledge graph for learning state prediction, how to collect the evidence variable values of the Hidden Markov Model in intelligent tutoring systems, how to predict the learning state using smoothing algorithms, and how to generate the stochastic learning path. The experiment was conducted to compare students using an intelligent tutoring system with those who did not. In addition, a comparison experiment of a method using Hidden Markov model with a multi-dimensional linear prediction model such as PFM and AFM was also carried out. The results showed that the average performance of students using the intelligent tutoring system was much higher than that of students without the intelligent tutoring system. In addition, the experimental results showed that the average performance of students using Hidden Markov models was higher than that of students using other models.

The primary purpose of this innovative research was to investigate the influence of virtual science learning applications and student engagement and performance in Anatomy and Physiology courses at Abuyog Community College. Recognizing the increasing integration of digital tools in education, this study sought to determine how such applications could enhance student learning experiences and outcomes compared to traditional methods. Several key research questions drove this study. These questions were: How do virtual learning applications impact student engagement in Anatomy and Physiology courses? What effects do these tools have on students' performance and understanding of the subject matter? How do students perceive virtual learning applications relative to conventional teaching methods? Which components of these applications correlate most strongly with improved learning outcomes? To address these questions, an experimental research design was employed, involving 30 students divided equally into control and experimental groups. The control group followed traditional learning methods, while the experimental group utilized virtual learning applications. Data collection methods included pre-tests and post-tests to measure academic performance, as well as Likert scale surveys and open-ended questions to capture student perceptions and experiences. The intervention featured the introduction of innovative interactive virtual learning tools. These tools were specifically designed to teach complex anatomical and physiological concepts through engaging, visual, and hands-on experiences. They provided unique features such as 3D models, real-time simulations, and immediate feedback mechanisms. The findings revealed that students in the experimental group showed significant improvement in both engagement and academic performance. The Likert scale results indicated that the virtual learning applications increased student motivation and active participation. Open-ended responses highlighted that student found the interactive features and visual aids particularly beneficial for understanding difficult concepts and maintaining interest. These results suggest that virtual science learning applications can be a powerful tool in enhancing student engagement and learning outcomes in Anatomy and Physiology. The study supports the integration of such digital tools into the curriculum to foster a more interactive and effective learning environment, providing practical insights for educators and curriculum developers. Future research should explore the long-term impacts of these applications and their potential in other educational contexts.

This chapter provides information on how to design intelligent tutoring systems for distributed learning to cater to individual learner needs and styles. It argues that intelligent tutoring systems must use the expertise that tutors use in a one-to-one teaching situation to build intelligent tutoring systems for distributed learning. Also, the appropriate psychological and educational theories must be used to build the domain module, student model, and pedagogical module. The components of intelligent tutoring systems are described, and the author makes the case that to build effective intelligent tutoring systems, a multidisciplinary team should be involved. Finally, the author identifies trends that are influencing the development of intelligent tutoring systems and suggests areas for future research and development.