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題名 Gamification & AI-driven Indigenous Language Learning in Higher Education 作者 周致遠; 陳品攸
Chou, Chih-Yuan;Chung, Ming Hsuan;Yang, Chih Kai;Chen, Pin-You;Chen, Jiun-Jia貢獻者 資管系 日期 2025-08 上傳時間 2025-07-10 摘要 This study presents an AI-driven, gamified learning platform designed to support indigenous language revitalization in higher education. Recognizing barriers such as unstable policies, low learner motivation, and limited authentic contexts, the system embeds culturally responsive content—community narratives and dialogues—into mission-based quests and avatar interactions. Grounded in self-determination theory, the platform promotes autonomy, competence, and relatedness through adaptive task difficulty, real-time feedback, and co-designed content with indigenous elders. In collaboration with the NCCU Center for Aboriginal Studies, a quasi-experimental study will compare undergraduate learners using the AI platform with those in traditional instruction across 8–12 weeks. Assessments will measure language proficiency, motivation, and engagement using mixed methods. We hypothesize that the AI group will achieve higher gains in motivation and proficiency. Findings aim to inform digital learning theory and offer practical guidance for integrating culturally grounded AI tools in indigenous language education. 關聯 AMCIS 2025 TREO Papers Collection, Association for Information Systems 資料類型 conference dc.contributor 資管系 - dc.creator (作者) 周致遠; 陳品攸 - dc.creator (作者) Chou, Chih-Yuan;Chung, Ming Hsuan;Yang, Chih Kai;Chen, Pin-You;Chen, Jiun-Jia - dc.date (日期) 2025-08 - dc.date.accessioned 2025-07-10 - dc.date.available 2025-07-10 - dc.date.issued (上傳時間) 2025-07-10 - dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/157951 - dc.description.abstract (摘要) This study presents an AI-driven, gamified learning platform designed to support indigenous language revitalization in higher education. Recognizing barriers such as unstable policies, low learner motivation, and limited authentic contexts, the system embeds culturally responsive content—community narratives and dialogues—into mission-based quests and avatar interactions. Grounded in self-determination theory, the platform promotes autonomy, competence, and relatedness through adaptive task difficulty, real-time feedback, and co-designed content with indigenous elders. In collaboration with the NCCU Center for Aboriginal Studies, a quasi-experimental study will compare undergraduate learners using the AI platform with those in traditional instruction across 8–12 weeks. Assessments will measure language proficiency, motivation, and engagement using mixed methods. We hypothesize that the AI group will achieve higher gains in motivation and proficiency. Findings aim to inform digital learning theory and offer practical guidance for integrating culturally grounded AI tools in indigenous language education. - dc.format.extent 111851 bytes - dc.format.mimetype application/pdf - dc.relation (關聯) AMCIS 2025 TREO Papers Collection, Association for Information Systems - dc.title (題名) Gamification & AI-driven Indigenous Language Learning in Higher Education - dc.type (資料類型) conference -
