The Impact of a Digital Game-Based AI Chatbot on Students’ Academic Performance, Higher-Order Thinking, and Behavioral Patterns in an Information Technology Curriculum

Abstract

In the age of intelligence, information technology (IT) education has become the focus of attention in the education sector. However, traditional teaching methods fall short in motivating students and fostering higher-order thinking and have difficulty providing a personalized learning experience. Although AI chatbots can provide instant feedback as an innovative teaching tool, it is still challenging to fully enhance learner engagement. Based on this, this study developed a digital game-based AI chatbot system to enhance students’ learning experience through digital game-based learning strategies. This study utilized a quasi-experimental design with the experimental group using a digital game-based AI chatbot and the control group using a traditional AI chatbot. A comparison was made between the two groups concerning student learning performance in IT courses, higher-order thinking (including problem-solving, computational thinking, and creativity), learning motivation, and flow experience. In addition, the behavioral patterns of high-achieving and low-achieving students in the experimental group were analyzed. The results showed that the experimental group was significantly better than the control group in academic performance, problem-solving, computational thinking, learning motivation, and flow experience, but there was no significant difference in creativity tendency. Behavioral pattern analysis showed that high-achieving students in the experimental group showed more systematic learning strategies, while low-achieving students relied more on immediate feedback and external help, but both high- and low-achieving groups were able to actively talk to the AI chatbot and actively explore problem-solving strategies in the digital game. Therefore, AI chatbots based on digital games can be effectively used in IT courses to help students construct knowledge and develop higher-order thinking.