Abstract:

This article explores an innovative approach to gamified learning in Information Technology through the project “Mission: Artificial Intelligence”. The 4-hour learning scenario requires students to take on the role of interns in the “Artificial Intelligence Academy”.

The study involved 35 students from 8th and 9th grades and was implemented for two consecutive years. A specific feature of the lesson preparation is the preliminary determination of the motivational profile of each student through an author’s model.

The learning environment is organized as a mission with clearly defined stages, roles and a system of assessment through points and bonuses. The teacher guides the work of individual teams, stimulates discussions and helps students defend their positions.

The class is divided into teams of three or four, and their formation aims to balance the different motivational profiles, with a view to optimizing teamwork and active participation in the implementation of the assigned tasks.

The implementation of the mission goes through the following three stages:
1. Investigation - students collect and structure information related to AI, with each team analyzing a specific real-world example of its application: Autonomous cars, AI in medicine, Chatbots and Algorithms in streaming platforms. The stage creates a basis for subsequent discussion and forecasting activities within the learning scenario.
2. Ethical debate - students use the results of the investigation conducted in the first stage, interpreting them from different societal positions: as technology developers, as users and activists; as state institutions. The role-playing in the second stage functions as a simulation game environment in which students defend the positions of various societal and institutional actors. Meanwhile, each team must ask the AI ​​of its choice for its opinion, which is also commented on.
3. The Future of Artificial Intelligence - Students work in teams to create a short scenario for the development of artificial intelligence in a 15–20 year perspective, using Canva and Google Slides. The gamification elements in this stage are implemented through a point system and clear criteria that visualize the teams' progress and support formative assessment.

The study applies a mixed analysis approach. The results of the self-assessment survey (5-point Likert scale) show a 19% increase in students' confidence when working with AI. Over 55% of students successfully defended their positions in the debate with at least two arguments based on structured observation. The personalized role assignment led to a significant increase in activity among students with initially low motivation. The findings confirm that the combination of author profiling and adaptive roles creates an inclusive environment and successfully prepares students for the ethical challenges of modern technologies.

Keywords:

Gamification, Role-based learning, Motivation, Critical thinking, ICT education.