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The effects of gamified AI-supported digital learning environments on personalized learning and student engagement in school education: a systematic review and meta-analysis

Truvace record
TRV-2026-2808raw data (JSON)
Version
v1Published
First published
Evidence type
Systematic review or meta-analysis
Sources
1 sourcePeer-reviewed
sha256
e6381eaa9947…check it

Background Gamified, AI-enabled digital learning environments (GAI-DLEs), integrating adaptive or generative AI with game-based design, are increasingly used in school science education to support personalized learning. However, consolidated evidence on their effectiveness, implementation models, and regional distribution remains limited, particularly in Central Asia. Methods Following PRISMA 2020 guidelines, a systematic search of Scopus and complementary databases identified peer-reviewed empirical studies pub…

The gain

A systematic review and meta-analysis of school studies found that students using gamified, AI-enabled learning environments scored markedly higher in science than peers in non-AI instruction (SMD = 1.01; 95% CI 0.69–1.33).

What this doesn’t fix

The authors say the global evidence base is geographically imbalanced, with Central Asia substantially underrepresented, and that engagement results varied substantially by context.

Sources

1 on file
  1. Frontiers in Educationdoi:10.3389/feduc.2026.1754080
    Peer-reviewed2026-04-15

What the review found when it combined the studies

These are the review’s own pooled results, copied from its abstract. Truvace did not recalculate them.

  • Science learning outcomes of primary school students using gamified AI-enabled digital learning environments

    SMD 0.80 (95% CI 0.35 to 1.25)

    The review’s own words
    Effects were stronger in secondary education (SMD = 1.12; 95% CI: 0.69–1.55) than in primary education (SMD = 0.80; 95% CI: 0.35–1.25).

  • Science learning outcomes of secondary school students using gamified AI-enabled digital learning environments

    SMD 1.12 (95% CI 0.69 to 1.55)

    The review’s own words
    Effects were stronger in secondary education (SMD = 1.12; 95% CI: 0.69–1.55) than in primary education (SMD = 0.80; 95% CI: 0.35–1.25).

  • Science learning outcomes of school students using gamified AI-enabled digital learning environments

    SMD 1.01 (95% CI 0.69 to 1.33)

    The review’s own words
    GAI-DLEs demonstrated a significant positive effect on science learning outcomes compared with non-AI instructional conditions (SMD = 1.01; 95% CI: 0.69–1.33; p < 0.001).

Code checks every number above against the review’s text before it is shown. The short labels are an AI model’s reading of that text, so the review’s own sentence sits under each one. A pooled figure is only as strong as the studies behind it. How Truvace uses pooled results

Cite this record

v1

Truvace Impact Record TRV-2026-2808, v1: “The effects of gamified AI-supported digital learning environments on personalized learning and student engagement in school education: a systematic review and meta-analysis.” Truvace, 2026-11-12. /record/TRV-2026-2808 (accessed on the day you copy it). sha256 e6381eaa99474b37…

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  1. Publishedv1e6381eaa9947…

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