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AI-mediated feedback in gamified programming education: effects on vocational students' achievement and motivation.

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Title: AI-mediated feedback in gamified programming education: effects on vocational students' achievement and motivation.
Authors: Ying, He, Wan Yahaya, Wan Ahmad Jaafar
Source: Frontiers in Education; 2026, p1-13, 13p
Subject Terms: Computer programming education, Achievement, Motivation (Psychology), Gamification, Java programming language, Vocational school students
Abstract: This study examined the effects of an AI-enhanced gamified learning platform on vocational students' programming achievement and interaction-related motivation. The platform was designed based on the GAFCC instructional model and incorporated real-time AI-mediated feedback to support learners during Java programming tasks. A quasi-experimental design was conducted with 90 first-year vocational students assigned to either an AI-enhanced gamified condition or a gamified condition without AI support. Programming achievement and interaction-related motivation were assessed following the intervention. Statistical analyses indicated that students in the AI-enhanced condition achieved significantly higher programming performance and reported stronger interaction-related motivation, particularly in confidence and satisfaction. The findings suggest that AI-mediated feedback is associated with improvements in learner–system interaction quality, which in turn supports better task performance and motivational responses. [ABSTRACT FROM AUTHOR]
Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Items – Name: Title
  Label: Title
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  Data: AI-mediated feedback in gamified programming education: effects on vocational students' achievement and motivation.
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  Data: <searchLink fieldCode="AR" term="%22Ying%2C+He%22">Ying, He</searchLink><br /><searchLink fieldCode="AR" term="%22Wan+Yahaya%2C+Wan+Ahmad+Jaafar%22">Wan Yahaya, Wan Ahmad Jaafar</searchLink>
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  Data: Frontiers in Education; 2026, p1-13, 13p
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  Data: <searchLink fieldCode="DE" term="%22Computer+programming+education%22">Computer programming education</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement%22">Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Java+programming+language%22">Java programming language</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+school+students%22">Vocational school students</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined the effects of an AI-enhanced gamified learning platform on vocational students' programming achievement and interaction-related motivation. The platform was designed based on the GAFCC instructional model and incorporated real-time AI-mediated feedback to support learners during Java programming tasks. A quasi-experimental design was conducted with 90 first-year vocational students assigned to either an AI-enhanced gamified condition or a gamified condition without AI support. Programming achievement and interaction-related motivation were assessed following the intervention. Statistical analyses indicated that students in the AI-enhanced condition achieved significantly higher programming performance and reported stronger interaction-related motivation, particularly in confidence and satisfaction. The findings suggest that AI-mediated feedback is associated with improvements in learner–system interaction quality, which in turn supports better task performance and motivational responses. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3389/feduc.2026.1846699
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      – Code: eng
        Text: English
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        PageCount: 13
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      – SubjectFull: Computer programming education
        Type: general
      – SubjectFull: Achievement
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Gamification
        Type: general
      – SubjectFull: Java programming language
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      – SubjectFull: Vocational school students
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      – TitleFull: AI-mediated feedback in gamified programming education: effects on vocational students' achievement and motivation.
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              Text: 2026
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