Beyond Motivation: Students’ Perception of Ethical and Learning-related Risks of AI-Driven Gamified Language Learning
DOI:
https://doi.org/10.54855/ijaile.25234Keywords:
Artificial Intelligence (AI), Gamification, Ethical risks, Learning-related risksAbstract
The use of artificial intelligence (AI) and gamification in language learning has garnered significant attention as these technologies are being increasingly integrated in higher education. Numerous studies have shown that their application in the language learning increases students’ motivation, engagement and learning outcomes. However, in addition to the positive results, it is crucial to closely examine the potential drawbacks of AI and gamification, particularly their ethical and educational implications. This research employed a quantitative research method to explore students’ perceptions of these issues. A total number of 212 undergraduate students at a public university in Hanoi, Vietnam were invited to participate in a structured survey. The responses were analyzed using basic descriptive statistics to gather their opinions about the ethical and learning-related risks of applying AI-driven gamified tools in the language learning process. The result revealed that students expressed critical concerns about data privacy and surveillance, stress caused by competitive elements, shallow motivation, and reduced social interaction. These issues call for more ethical design of AI-driven gamified tools, enhanced institutional guidance, and improved digital literacy education. These shifts are essential to ensure that AI and gamification play a supporting role without unintentionally harming students’ language learning experience.
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