Abstract:

Higher education faces significant challenges in maintaining student engagement within marketing subjects such as marketing analytics and data-driven customer analytics. This educational innovation proposal addresses these challenges by integrating Gamification and Artificial Intelligence (AI), specifically leveraging Google NotebookLM as the core analytical tool through a Value-Sensitive Design (VSD) lens. This study is implemented in three groups of Marketing second year subjects in 2025-26 at the Faculty of Economics, Universitat de València.

Methodology:
The research design is grounded in a hybrid framework of AI competence, integrating the Artificial Intelligence Literacy Scale (AILS), the AI Literacy for Non-Experts framework, and the AI Literacy Conceptual Framework. This theoretical triangulation allows for a precise operationalization of AI mediation, surpassing traditional technology acceptance models by incorporating critical and pedagogical dimensions. The methodology evaluates the instructional process through eight specific dimensions: Perceived Usefulness, Critical Literacy, Academic Performance, Evaluation and Creation, Technical Knowledge, Verification and Critical Evaluation, Ethical and Social Impact, and Curricular Integration. The proposal is deployed through a gamified journey consisting of nine specialized games organized into three interaction blocks: individual, pairs, and collective. Integrating AI-driven tools within a gamified framework enhances university students' learning by transforming complex data analysis into an engaging, interactive experience that fosters both critical thinking and practical problem-solving skills.
To evaluate the gamification, we designed a post-game assessment instrument based on these dimensions. This questionnaire consists of 8 core single-items specifically designed to measure these 8 dimensions of AI-values implementation/interaction. Furthermore, the study incorporates a quantitative instrument to measure specific outcome variables: learning commitment is analyzed as the key moderating variable, while the final impact is quantified through both Overall Satisfaction and Recommendation within the NotebookLM gamified frame. The relevance of this approach lies in its ability to isolate the effect of AI dimensions on student outcomes, providing a metric rigor often lacking in educational innovation proposals across AI-values gamification.

Results:
The results evaluated how these 8 dimensions—from Perceived Usefulness to Curricular Integration—across varying levels of gaming social interaction influence both satisfaction and recommendation levels, as well as the moderating effect of student learning commitment.

Conclusions:
The findings suggest that the synergy between VSD-Gamification and the integrated AI-values implementation scales provides a competitive yet collaborative environment. This approach offers a scalable model for higher education, ensuring that high satisfaction levels are rooted in authentic, ethically-mediated, and high-impact learning experiences.

Keywords:

Gamification Design, Marketing Analytics, Data-Driven Learning, Student Engagement​​​​​​, Higher Education.