The effect of gamified project-based learning with AIGC in information literacy education
Abstract
The emergence of artificial intelligence has necessitated a transformation in pedagogical methodologies. This study evaluated the integration of gamified project-based learning (GPBL) and artificial intelligence-generated content (AIGC) tools in enhancing information literacy education. The primary objectives were to explore the relationship among students’ learning experiences, information literacy, creativity, and engagement in an integrated learning environment. Using an explanatory sequential design with surveys and interviews, first-year university students (n = 36) from the School of Art and Design participated. Results indicated that students perceived moderately high levels of engagement(3.72) and creativity(4.11) during the GPBL activities, with positive emotions contributing significantly to motivation. Moreover, information literacy skills have substantially improved, such as in information retrieval, using AIGC tools, and understanding the ethical aspects of AI technology. A process model illustrated how positive emotions, motivation, creativity, engagement, and information literacy were linked in a GPBL-incorporating AI setting.
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Interventions in skill development focus on training students to assess the credibility, relevance, and appropriateness of AI-generated content.
“Interventions in this category focus on training students to assess the credibility, relevance, and appropriateness of AI-generated content (Alghazo et al., 2025; Huang et al., 2024; Silvola et al., 2025).”
From Six Institutional Intervention Areas to Support Ethical and Effective Student Use of Generative AI in Higher Education: A Narrative Review (2026) · cites this paper as Huang et al., 2024
Discipline-specific AI applications are being employed to tailor AI integration in ways that respect the epistemological and methodological norms of different fields.
“discipline-specific AI applications are being employed to tailor AI integration in ways that respect the epistemological and methodological norms of different fields (Bearman & Ajjawi, 2023; Fleischmann, 2025; Huang et al., 2024; Usher & Barak, 2024).”
From Six Institutional Intervention Areas to Support Ethical and Effective Student Use of Generative AI in Higher Education: A Narrative Review (2026) · cites this paper as Huang et al., 2024
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- Authors
- Huang, W., Wang, T., & Tong, Y.
- Affiliations
- Guilin University of Electronic Technology (CN)
- Huazhong University of Science and Technology (CN)
- Peking University (CN)
- Corresponding author
- Wang, Taoli
- Venue
- Innovations in Education and Teaching International
- Publisher
- Informa UK Limited
- Published
- 2024-11
- Volume
- 63
- Issue
- 1
- Pages
- 130-144
- ISSN
- 1470-3297 (ISSN-L)
- 1470-3300
- OpenAlex
- W4403980564
- Cited by
- 12
- References
- 52
- Citations by year
- 2026: 7 · 2025: 5
- FWCI
- 15.04
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Innovations in Education and Teaching International (publishedVersion)
- Funders
- Guangxi Higher Education Undergraduate
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Library and Information Sciences › Library Science and Information Literacy
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Keywords
- AI-generated content, information literacy, student engagement, creativity, positive emotions, student motivation, AI ethics education, information search skills, art and design students, first-year students
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