The Influence of AI -Driven Educational Games on Attention, Curiosity and Learning Enjoyment in Children

Abstract

The aim of the study was to analyze the impact of AI-based learning games on attention, curiosity and the enjoyment of learning in primary school children. The quantitative research design was used, where the study population consisted of children within the age group of 7 to 12 years of urban and semi-urban schools. A stratified random sample, 250 participants, was chosen. The information was gathered by use of standardized tests and questionnaires on attention, interest in curiosity, and pleasure prior to exposure to games driven by AI and after being exposed to them. The correlation analysis was applied to devise the relationships between the gaming engagement and visual curiosity, regression analysis was used to evaluate the predictive value of AI-based children games to attention and problem-solving skills, and ANOVA was applied to compare enjoyment in learning children in terms of using AI-based and virtual children games and conventional learning methods. The adaptive and interactive games increased focus among the children, motivated them to learn new concepts and also enjoyed learning more than others in traditional classrooms. The research exemplified the significance of dynamic aspects of games like individualized displays, instantaneous modifications, and a variation in the tasks to stimulate engagement and enhanced cognitive increase. The results implied that the inclusion of AI-based educational games in primary education can positively influence academic and motivational achievements as well as help teachers and parents to track the progress of the students. The study offers realistic information to pedagogues, decision-makers and curriculum developers interested in enhancing learning at early age.