Objective: The purpose of the present study was to investigate the effect of AI-based gamified assessment on students' self-directed learning and creative self-efficacy.
Method: The research method was a quasi-experimental pre-test/post-test control group design. The statistical population included all Master's students in Educational Technology at Chabahar International University. A sample of 50 students was selected using convenience sampling and randomly assigned to two groups: experimental and control (25 students in the experimental group and 25 students in the control group). The data collection instruments included the Self-Directed Learning Questionnaire by Cheng et al. (2010) and the Creative Self-Efficacy Scale by Beghetto (2006).
Results: The data were analyzed using analysis of covariance (ANCOVA). The findings of the research showed that AI-based gamified assessment has a significant effect on self-directed learning. Specifically, AI-based gamified assessment has a significant effect on learning motivation in planning and implementation, self-monitoring, and interpersonal communication. Furthermore, AI-based gamified assessment has a significant effect on creative self-efficacy.
Conclusions: Based on these findings, it can be concluded that students exposed to gamified assessment demonstrated greater autonomy in managing their learning process and exhibited higher confidence in applying creativity in educational situations. Given the positive impact of gamified assessment on self-directed learning and creative self-efficacy, it is suggested that students take advantage of gamified learning opportunities and actively participate in interactive educational activities. Utilizing these approaches can lead to the strengthening of self-regulatory skills, confidence in individual abilities, and the fostering of their creativity in solving educational problems.