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This study compares fixed (FSG) and adaptive (ASG) gamified scaffolding in AI-facilitated STEM education using the Technology Acceptance Model (TAM) and Community of Inquiry (CoI) theories. An 8-week quasi-experimental study with 832 middle school students in China validates an integrated TAM-CoI framework. Results from a two-stage Multiple Linear Regression-Structural Equation Modeling (MLR-SEM) analysis show that the framework explains 79.6% of STEM performance variance. Both FSG and ASG groups had acceptable model fits, with ASG showing stronger path coefficients than FSG. ASG outperformed FSG in improving STEM learning outcomes, emphasizing the need to optimize AI-gamified STEM platform design.

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How Adaptive Gamification in AI Environments Enhances STEM Learning Outcomes: A TAM-CoI Integrated Comparison with Fixed Scaffolding

  • 会议论文

  • 发表日期：

    2026年

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  • Zi Huang,
  • Mengxia He

摘要

This study compares fixed (FSG) and adaptive (ASG) gamified scaffolding in AI-facilitated STEM education using the Technology Acceptance Model (TAM) and Community of Inquiry (CoI) theories. An 8-week quasi-experimental study with 832 middle school students in China validates an integrated TAM-CoI framework. Results from a two-stage Multiple Linear Regression-Structural Equation Modeling (MLR-SEM) analysis show that the framework explains 79.6% of STEM performance variance. Both FSG and ASG groups had acceptable model fits, with ASG showing stronger path coefficients than FSG. ASG outperformed FSG in improving STEM learning outcomes, emphasizing the need to optimize AI-gamified STEM platform design.