Meaningful Learning in Generative AI Environment: Gamification for Educational Experiences
DOI:
https://doi.org/10.5281/zenodo.16387609Keywords:
Generative AI, Gamification, Semiotics, Media Ecology, Meaningful Learning, Transmedia, TransdisciplinarityAbstract
This transdisciplinary study examines the impact of innovative methodologies in educational environments enhanced by generative artificial intelligence and gamification across seven Ibero-American countries (Ecuador, Spain, Bolivia, México, Argentina y Puerto Rico), involving 2,800 university students. Applying the SIALU methodology (Innovative System for University Playful Learning), Transmedia Open Online Courses (TOOCs) were designed, integrating affective intelligent virtual agents (AVIAs), project-based learning, and adaptive gamification. The main objectives include analyzing the effectiveness of these environments in student motivation, digital inclusion, and the development of transversal competencies. Using a mixed-methods approach (quantitative and qualitative), data were analyzed through focus groups, learning logs, and photographic records. The results indicate an 85% improvement in content comprehension (p<0.001) and a 90% increase in student participation, highlighting the impact of transmedia narratives and digital fanzines on cultural and creative resignification. Additionally, 78% of participants reported significant progress in creative and semiotic competencies, demonstrating the potential of these tools to transform learning in higher education. These findings underscore the need to integrate exponential technologies, such as generative AI, ubiquitous and affective computing, extended reality systems, and the metaverse into curriculum design. These innovations foster motivation and digital inclusion while optimizing academic performance, establishing an adaptable and scalable educational model to meet the challenges of the digital era.
References
Alawajee, O., & Delafield-Butt, J. (2021). Minecraft in Education Benefits Learning and Social Engagement. International Journal of Game-Based Learning (IJGBL), 11(4), 19-56. https://doi.org/10.4018/IJGBL.2021100102
Astafyeva, O. (2023). Humanitarian Discourse of Ju.M. Lotman: Semiotic Interpretation of Culture Dynamics. Questions of Philosophy, 6, 156-159. https://doi.org/10.21146/0042-8744-2023-6-156-159
Bonifaz Arias, I. G., Trujillo Chávez, H. S., Ballesteros España, C. A., Sánchez Espinoza, O. F. y Santillán Trujillo, M. L. (2017). Estilos de vida y su relación con las calificaciones escolares: estudio en Ecuador. Revista Cubana de Investigaciones Biomédicas, 36(4), 1-14. https://revibiomedica.sld.cu/index.php/ibi/article/view/66
Caillois, R. (2001). Man, Play, and Games. University of Illinois Press. https://www.press.uillinois.edu/books/?id=p070334
Crompton, H. y Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 20(1), 22. https://doi.org/10.1186/s41239-023-00392-8
De Bra, P., Brusilovsky, P. y Houben, G.-J. (1999). Adaptive hypermedia: from systems to framework. ACM Computing Surveys (CSUR), 31(4es), 12-es. https://doi.org/10.1145/345966.345996
Díaz Téllez, Á. S. (2023). La guerra de las plataformas: Del papiro al metaverso. Revista Latina de Comunicación Social, (82). https://doi.org/10.4185/rlcs-2024-2240
Giménez Devís, A. y Izquierdo Castillo, J. (2016). El movimiento fanzine español y su evolución en la era digital: una propuesta conceptual para el webzine. Icono14, 14(2), 353-376. https://doi.org/10.7195/ri14.v14i2.978
Gonzalez Cabrera, N. F. (2022). Pedagogía intercultural desde el ana?lisis semiótico y la alfabetización media?tica en ciclo v [Tesis doctoral, Universidad Pedagógica Nacional]. https://hdl.handle.net/20.500.12209/17459
Huang, G., & Hew, K. F. (2022). Adding ‘Reinforcement’ to the Involvement Load Hypothesis Improves Students’ Productive Vocabulary Performance. En R. C. Li, S. K. S. Cheung, P. H. F. Ng, L.-P. Wong, & F. L. Wang (Eds.), Blended Learning: Engaging Students in the New Normal Era (pp. 288-299). Springer International Publishing. https://doi.org/10.1007/978-3-031-08939-8_25
Jewitt, C., Kress, G., Ogborn, J. y Tsatsarelis, C. (2001). Multimodal Teaching and Learning: The Rhetorics of the Science Classroom. London, UK: Continuum. https://www.bloomsbury.com/uk/multimodal-teaching-and-learning-9781441109965
Lombardi, D., Traetta, L., Maffei, A. y Podžaj, P. (2025). Evolving Educational Horizons: Integrating AI with Innovative Teaching and Assessment Strategies. Education Sciences & Society, 2(2), 185-203. https://doi.org/10.3280/ess2-2024oa18462
Lorusso, A. M. y Sedda, F. (2022). For a semiotics of culture as a critique of culture*. Social Semiotics, 32(5), 577-587. https://doi.org/10.1080/10350330.2022.2157169
Lotman, Y. (2001). Universe of the Mind: A Semiotic Theory of Culture. Indiana University Press. https://iupress.org/9780253214058/universe-of-the-mind
Postman, N. (2000). The Humanism of Media Ecology. Proceedings of the Media Ecology Association, 1(1), 10-16. https://media-ecology.net/publications/MEA_proceedings/v1/postman01.pdf
Rodríguez Rivera, P., y Manzano León, A. (2024). Competencias transversales e inteligencia artificial en educación superior: percepciones y aplicaciones. REDU. Revista de Docencia Universitaria, 22(2), 31-47. https://doi.org/10.4995/redu.2024.22020
Sainz de Abajo, B., De la Torre-Díez, I., López-Coronado, M., Ramírez Uceda, J. M. y De Castro Lozano, C. (2019). Aplicación plural de herramientas para gamificar: Análisis y comparativa. En Proceedings of INRED 2019 (pp. 990-999). Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2019.2019.10467
Salinas, J., Pérez, A. y De Benito, B. (2008). Metodologías centradas en el alumno para el aprendizaje en red. Editorial Síntesis. https://www.sintesis.com/libro/metodologias-centradas-en-el-alumno-para-el-aprendizaje-en-red
Sánchez-López, I., Roig-Vila, R. y Pérez-Rodrí guez, A. (2022). Metaverse and education: the pioneering case of Minecraft in immersive digital learning. Profesional de la informacio?n, 31(6), e310610. https://doi.org/10.3145/epi.2022.nov.10
Santillan, M., Fonseca, R., Abreu, O., Ron, M. y Mejia, R. (2020). La Semiótica como herramienta dicotómica a la investigación. Revista Espacios, 41(09). https://www.revistaespacios.com/a20v41n09/20410909.html
Š?epanovi?, S., Žari?, N. y Matijevi?, T. (2015). Gamification in Higher Education Learning–state of the Art, Challenges and Opportunities. En The Sixth International Conference on e-Learning (eLearning-2015). https://elearning.metropolitan.ac.rs/files/pdf/2015/23-Snezana-Scepanovic-Nada-Zaric-Tripo-Matijevic-Gamification-in-higher-education-learning-state-of-the-art-challenges-and-opportunities.pdf
Schwab, K. (2024). The Fourth Industrial Revolution: what it means, how to respond1. In Handbook of research on strategic leadership in the Fourth Industrial Revolution (pp. 29-34). Edward Elgar Publishing. https://doi.org/10.4337/9781802208818.00008
Shatova, E. N. (2023). “Text of Culture” as a Category of Philosophy of Culture: From Semiotic Theory to Research Practice. Discourse, 9(5), 33-43. https://doi.org/10.32603/2412-8562-2023-9-5-33-43
Tekinba?, K. S. y Zimmerman, E. (2003). Rules of Play: Game Design Fundamentals. The MIT Press. https://mitpress.mit.edu/9780262240451/rules-of-play
Zheng, C., Wu, W., Chen, C., Yang, T., Zhu, S., Shen, J., Kehtarnavaz, N., y Shah, M. (2023). Deep Learning-Based Human Pose Estimation: A Survey. ACM Computing Surveys, 56(1), 1-37. https://doi.org/10.1145/3603618
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Comunicar
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
