Abstract :

In Today S Technology-driven Educational Landscape, Engaging First-year Engineering Students In English Language Learning Poses Unique Challenges, Particularly In Maintaining Motivation And Enhancing Content Retention. This Study Investigates The Effectiveness Of Gamified Artificial Intelligence (AI) Tools In Fostering Motivation And Improving Language Retention Among I B. Tech Students Enrolled In An English Course. Using An Interdisciplinary Framework That Integrates Language Pedagogy, Educational Psychology, And Digital Learning, The Study Explores How AI-powered Gamified Platforms Such As Duolingo Classroom, Quizizz, And Kahoot! Can Transform Traditional Language Instruction Into An Interactive And Learner-centered Experience. These Tools Provide Realtime Feedback, Adaptive Difficulty Levels, Game-based Progress Tracking, And Reward Systems That Align With The Interests And Digital Habits Of Today’s Learners. A Mixed-method Approach Was Adopted. Quantitative Data Were Collected Through Preand Post-intervention Quizzes To Measure Retention, While Qualitative Feedback Was Gathered Via Student Surveys And Reflective Responses To Assess Engagement And Motivation Levels. Classroom Observations Further Complemented The Findings. Results Revealed A Marked Increase In Student Participation, Enthusiasm, And Recall Of Vocabulary And Grammar Concepts. Learners Expressed Greater Confidence In Using English In Academic Settings And Viewed The Learning Process As More Enjoyable And Less Intimidating. The Integration Of Gamified AI Tools Also Encouraged Collaborative Learning And Self-paced Progress. The Study Concludes That Incorporating Gamified AI Tools Into English Language Instruction Can Significantly Enhance Both Cognitive And Emotional Aspects Of Learning. It Recommends That English Educators In Engineering Institutions Adopt Such Tools Not As Replacements For Traditional Teaching, But As Powerful Supplements To Create More Engaging And Effective Learning Environments.

Published:

16-9-2025

Issue:

Vol. 25 No. 9 (2025)

Page Nos:

113-120

Section:

Articles

License:

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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