Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation

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The introduction sets the context by presenting AI as a tool that must be critically analyzed within the framework of critical pedagogy, which underscores the importance of adopting technology reflectively, placing the student at the center, and responding to the real needs of the community. The body of the article develops this claim: the integration of artificial intelligence into deep gamification designs can contribute to genuine educational transformation, provided that such integration is guided by critical pedagogical principles and maintains a balance between the potential of technology and the formative power of teaching practices. Arguments related to this claim are provided, including the use of AI in gamified designs to create personalized learning experiences based on students’ needs, rhythms, and learning styles; to transform the way students learn; to offer new educational resources; to adapt elements such as difficulty levels, challenges, and feedback in real time; and to develop engaging learning systems that lead to better academic outcomes. The conclusion emphasizes the significance of instructors utilizing critical pedagogy to direct AI-optimized gamification designs by incorporating culture, creativity, and critical awareness as pillars of educational transformation. This approach enables the surmounting of the obstacles presented by this synergy." } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/14-1156/v1", "name": "Deep Gamification and Artificial Intelligence as Catalysts of Educational..." } } ] } Home Browse Deep Gamification and Artificial Intelligence as Catalysts of Educational... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Patiño Barriga DM, Vargas Sánchez AD and Valdivia Vizarreta P. Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1156 ( https://doi.org/10.12688/f1000research.171453.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Opinion Article Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation [version 1; peer review: 1 approved with reservations, 1 not approved] Diana Milena Patiño Barriga https://orcid.org/0009-0001-0796-6567 1 , Ana Dolores Vargas Sánchez https://orcid.org/0000-0002-5633-0901 1 , Paloma Valdivia Vizarreta https://orcid.org/0000-0003-1499-5478 2 Diana Milena Patiño Barriga https://orcid.org/0009-0001-0796-6567 1 , Ana Dolores Vargas Sánchez https://orcid.org/0000-0002-5633-0901 1 , Paloma Valdivia Vizarreta https://orcid.org/0000-0003-1499-5478 2 PUBLISHED 22 Oct 2025 Author details Author details 1 Universidad de La Sabana, Chia, Cundinamarca, Colombia 2 Universitat Autonoma de Barcelona, Barcelona, Cataluña, Spain Diana Milena Patiño Barriga Roles: Conceptualization, Formal Analysis, Investigation, Methodology, Resources, Writing – Original Draft Preparation Ana Dolores Vargas Sánchez Roles: Formal Analysis, Funding Acquisition, Methodology, Supervision, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Paloma Valdivia Vizarreta Roles: Supervision, Validation, Writing – Review & Editing OPEN PEER REVIEW DETAILS REVIEWER STATUS This article is included in the Artificial Intelligence and Machine Learning gateway. Abstract This opinion article examines the convergence between artificial intelligence (AI) and gamification in learning environments, with an emphasis on deep gamification designs aimed at creating interactive and meaningful experiences that transcend extrinsic motivation. The introduction sets the context by presenting AI as a tool that must be critically analyzed within the framework of critical pedagogy, which underscores the importance of adopting technology reflectively, placing the student at the center, and responding to the real needs of the community. The body of the article develops this claim: the integration of artificial intelligence into deep gamification designs can contribute to genuine educational transformation, provided that such integration is guided by critical pedagogical principles and maintains a balance between the potential of technology and the formative power of teaching practices. Arguments related to this claim are provided, including the use of AI in gamified designs to create personalized learning experiences based on students’ needs, rhythms, and learning styles; to transform the way students learn; to offer new educational resources; to adapt elements such as difficulty levels, challenges, and feedback in real time; and to develop engaging learning systems that lead to better academic outcomes. The conclusion emphasizes the significance of instructors utilizing critical pedagogy to direct AI-optimized gamification designs by incorporating culture, creativity, and critical awareness as pillars of educational transformation. This approach enables the surmounting of the obstacles presented by this synergy. READ ALL READ LESS Keywords Gamification, artificial intelligence, learning, innovation, social transformation Corresponding Author(s) Ana Dolores Vargas Sánchez ( [email protected] ) Close Corresponding author: Ana Dolores Vargas Sánchez Competing interests: No competing interests were disclosed. Grant information: The APC was funded by Universidad de La Sabana (research group Proventus) with number EDU-8-2024. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Copyright: © 2025 Patiño Barriga DM et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Patiño Barriga DM, Vargas Sánchez AD and Valdivia Vizarreta P. Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1156 ( https://doi.org/10.12688/f1000research.171453.1 ) First published: 22 Oct 2025, 14 :1156 ( https://doi.org/10.12688/f1000research.171453.1 ) Latest published: 24 Apr 2026, 14 :1156 ( https://doi.org/10.12688/f1000research.171453.3 )  There is a newer version of this article available. Suppress this message for one day. Introduction In the 21st century, the integration of digital technologies into modern education has been characterized by narratives advanced by political and corporate entities, as well as certain multilateral organizations, advocating for education to be congruent with the requirements of a globalized and digitized marketplace. 1 , 2 From a critical and contextual pedagogical viewpoint, education constitutes a multifaceted social practice imbued with historical, ethical, and political significance, aimed at cultivating critical individuals and reinforcing the social fabric. 3 , 4 Therefore, it is important to note that the educational function should not be reduced to a merely adaptive response to technological change. 5 The subordination of pedagogical objectives to technological means is one of the most persistent tensions in contemporary educational discourse. A narrative has emerged that prioritizes technology as the primary driver of educational transformation, while relegating pedagogical reflection to a secondary position, all in the name of efficiency, innovation, and competitiveness. 6 , 7 In this context, teacher training is depicted as a continuous and expedited updating process, necessitated by technological urgency, rather than as a critical exercise associated with the essence of teaching. 8 Pedagogy should take a critical view of technology, according to. 4 , 9 Instead of using technologies made in other countries, often by companies with goals other than education, the educational system should create technologies based on local knowledge and community needs. This point of view shows that the value of pedagogy is not in how well it works technically, but in building meaningful relationships with knowledge, encouraging critical thought, and taking care of the connections between people and communities. 3 The COVID-19 pandemic has illustrated that it is not the technological tools themselves that support educational processes; rather, it is the pedagogical knowledge, the contextualized use, and the ability of teachers to reorganize practices and adapt available tools in a creative, appropriate, and socially meaningful manner, based on the needs of their students. 10 Therefore, this demonstrates that it is not technology itself that transforms education, but rather its critical, contextual, and relational appropriation, 11 – 13 which is accomplished in the classroom through the competencies that teachers develop. In this context, facing the widespread demotivation of 21st-century students, who no longer learn or engage in the same way as previous generations, 14 – 16 teachers have resorted to various methodological strategies, among them gamification, to increase student motivation and engagement. 17 At the same time, education has undergone significant transformations through the integration of new technologies such as artificial intelligence (AI), which have contributed to the creation of more interactive learning environments. 18 Nonetheless, the incorporation of these emerging technologies requires situated, conscious pedagogical decisions, constructed in dialogue with the real needs of each educational community. 10 , 19 , 20 Moreover, this transformative potential must be critically examined, since educational innovation not only involves incorporating technologies such as generative artificial intelligence to create interactive environments like gamified platforms, but also articulating these tools with pedagogical approaches capable of responding to the challenges of inclusive, relevant, and ethical education. 21 The opinion article aims to analyze how the integration of artificial intelligence into deep gamification designs can contribute to authentic educational transformation, provided that such integration is guided by critical pedagogical principles and maintains a balance between the potential of technology and the formative power of teaching practices. Three emerging synergies between AI, gamification, and pedagogy for the development of 21st-century skills The first synergy is concentrated on pedagogical knowledge and technological potential, the second is focused on gamification and AI as enablers of 21st-century skills, and the third is oriented toward these skills from the perspective of critical pedagogy. Three essential synergies can be determined. The first synergy suggests that pedagogical knowledge and technological potential must be articulated: AI and gamification provide resources, but it is the teacher who ensures that they make sense in specific educational contexts. Training critical and competent citizens for the 21st century requires an ongoing dialogue between pedagogy and technology, where artificial intelligence and gamification are integrated from a critical approach that promotes meaningful, active, and contextualized learning. 22 From this perspective, educational innovation cannot be limited to the mere incorporation of devices or platforms but must be grounded in coherent pedagogical proposals that give purpose to their implementation. 23 To achieve real transformations, it is essential that artificial intelligence and gamification can be integrated into robust pedagogical frameworks, in which teachers assume a central role as designers and leaders of change-oriented processes. 24 From their professional autonomy, teachers promote educational innovation. 25 – 27 Their task of validating, contextualizing, and enriching AI-generated content reaffirms their role as developers of critical thinking, mediators, and guides in teaching and learning processes, while integrating the emotional component that technology lacks. 25 , 28 , 29 Thus, the teacher’s role is crucial in designing and developing immersive and interactive experiences that are meaningful and foster sustained engagement among students. 30 This responsibility involves contextualizing the incorporation of technology, selecting and re-signifying resources according to students’ needs, pace, and realities, ensuring that innovations do not become ends in themselves but rather means to promote inclusive, critical, and culturally relevant learning. 31 – 33 It is important to emphasize that this convergence requires teachers to critically analyze the scope and risks of AI implementation. Based on their knowledge and professional judgment, educator are the ones who lead pedagogical transformation, making decisions about the design, implementation, and continuous improvement of gamified environments. The second synergy establishes that when gamification and artificial intelligence are combined, dynamic and motivating learning environments are generated, which foster the development of 21st-century skills. Also, the design of teaching environments can be enriched integrating AI and gamification, thereby fostering intrinsic motivation, increasing participation, improving academic performance, and promoting the inclusion of students with different learning styles. 34 The articulation between the adaptive power of AI and the motivational nature of gamification opens up new possibilities for transforming education into a meaningful, student-centered experience. 32 , 35 According to, 36 this approach can contribute to the development of 21st-century skills such as creativity, communication, collaboration, and critical thinking, recognized by international organizations such as ISTE, 37 UNICEF, 38 OECD, 39 and UNESCO, 40 as well as other skills related to problem-solving, information management, technological appropriation, and innovation. 41 Likewise, by integrating playful elements into educational resources, gamification energizes teaching and learning through group activities and case resolution, which foster collaboration, communication, and critical thinking, 42 while also promoting digital learning and technological fluency in interactive, challenging, and contextualized scenarios. 43 In this regard, AI-powered gamified educational platforms can design adaptive and personalized experiences, ideal for developing critical thinking through problem-based learning and playful activities adjusted to students’ performance. 44 The third synergy considers that 21st-century skills and critical pedagogy give students with the opportunity to transform reality. In this sense, education should prepare students to become critical thinkers capable of adapting to new knowledge, solving problems, and actively participating in society. 45 This vision is linked to critical pedagogy, which emphasizes the importance of learners understanding their reality, making informed decisions, and proposing creative solutions to the challenges they face. Hence the need to promote the development of higher-order thinking skills in education, following the approach proposed by Freire, 4 so that students can analyze, evaluate, and apply knowledge in a conscious, critical, and constructive manner. 46 According to, 47 only a conscious appropriation in the educational sphere will allow us to transcend technical novelty and adopt a perspective inspired by the pedagogy of Freire, 4 in which 21st-century skills are not conceived merely as means to enhance employability, but as capacities oriented toward social transformation and full human development. AI in educational gamification: Between transformative potential and emerging risks After acknowledging the relevance of the three synergies presented above, particularly that of gamification and artificial intelligence as a combination capable of boosting 21st-century skills, it is necessary to analyze in greater detail both the possibilities AI offers to enhance gamification and the risks associated with its implementation. The integration of artificial intelligence into gamified designs emerges as a strategic reinforcement, since, as noted by Abbes et al., 48 its incorporation into education offers possibilities to create innovative teaching resources, transforms virtual instruction, and provides personalized and adaptive learning experiences that respond to the needs and pace of each student. From this perspective, and in complement to artificial intelligence, gamification plays a key role in the educational process due to its ability to increase motivation, strengthen commitment, and foster students’ autonomy. 49 , 50 – 53 Moreover, it aids in reinforcing learning by providing dynamic environments that facilitate both repetitive practice and the contextual application of knowledge. As emphasized by García-Martínez et al., 54 although gamification itself has numerous advantages in education, its efficacy is markedly enhanced when combined with the adaptive and personalized features afforded by artificial intelligence. Nevertheless, it is important to stress that the incorporation of AI into gamified environments also entails risks. Hallifax et al. 55 point out that over-reliance on these systems could reduce teachers ‘influence and weaken personal interactions, which are essential for learning.’ Likewise, Liu 49 warns that an overload of feedback, interfaces, or complex tasks could overwhelm students, negatively affecting their motivation. Similarly, Hallifax et al. 55 emphasize that the implementation of adaptive gamification systems requires advanced infrastructure, accurate models of students’ behavior, and interdisciplinary collaboration, conditions that are not always easy to meet. From motivation to transformation: Deep gamification and AI in 21st-Century education Gamification has demonstrated efficacy in education by enhancing student motivation. 56 It is not uniform, necessitating a distinction between two primary approaches: superficial gamification and deep gamification. Although gamification, conceived as a methodological strategy 57 or as the incorporation of game elements into non-game contexts, 58 , 59 has demonstrated its effectiveness in influencing human behavior, when limited to reward systems, its pedagogical potential is reduced, turning it into a practice centered solely on students’ superficial engagement. Therefore, it is essential that future teachers design gamified proposals that stimulate both intrinsic and extrinsic motivation and receive training that enables them to develop approaches capable of transcending external stimuli. Based on this conceptual distinction, various studies such as 32 , 60 – 63 have identified key differences between shallow and deep gamification. While the former is limited to external reward mechanisms, such as points or leaderboards, the latter integrates immersive elements and pedagogical decisions aimed at generating meaningful experiences. 61 These differences encompass aspects such as pedagogical approach, the type of motivation, the impact on learning, design complexity, and the teacher’s role in the process. According to, 32 there are eight fundamental differences between shallow and deep gamification. Firstly, regarding the teaching and learning process, del Olmo-Muñoz et al. 64 indicate that shallow gamification does not lead to substantial changes, whereas deep gamification introduces significant transformations in educational dynamics. Secondly, in terms of implementation difficulty, Mozelius 61 points out that shallow gamification is easy to apply, unlike deep gamification, which requires complex planning. Third, concerning pedagogical approaches, Hwang et al. 63 explain that shallow gamification is limited to structuring learning, whereas deep gamification directly intervenes in content. Fourth, with respect to the elements used, Mozelius 61 highlights that shallow gamification relies mainly on external rewards, in contrast with the meaningful and immersive game mechanics that characterize deep gamification. Fifth, Gurjanow et al. 60 underscore that shallow gamification requires technical skills such as programming and graphic design, whereas deep gamification demands expertise in game design with a pedagogical focus. Sixth, regarding motivational impact, the same authors state that shallow gamification produces limited effects, unlike the deep and lasting impact of deep gamification. Seventh, in terms of types of motivation, Mozelius 61 differentiates that shallow gamification fosters extrinsic motivation, whereas deep gamification promotes students’ intrinsic motivation. Ultimately, regarding the duration of involvement, Söbke 65 suggests that superficial gamification is typically short-lived, but profound gamification persists over an extended period. The differences between shallow and deep gamification reveal that gamification can offer different levels of depth, impact, and educational purpose. Accordingly, in order to achieve more elaborate gamified activities with sustainable effects over time, it is fundamental to integrate elements that foster students’ intrinsic motivation. 66 , 67 In this regard, Turan et al. 68 highlight the importance of designing gamified experiences that not only use rewards but also promote meaningful transformations in educational processes. In this context, recent research has explored gamification and identified both advantages and challenges associated with its implementation. For example, Dah et al. 69 warn that one of the main challenges of gamification is the prevalence of the “triad of badges, points, and leaderboards,” which fosters only extrinsic motivation and superficial engagement. While shallow gamification can spark interest through playful elements such as points and rewards, it does not significantly transform the learning experience. 58 , 70 , 71 Its effects are often ephemeral 61 , 72 and tend to diminish in effectiveness when students lose interest in rewards, progressively reducing the effectiveness of these stimuli. 73 – 75 Given these limitations, it is necessary to rethink gamification in the 21st century by incorporating elements that enhance intrinsic motivation and foster meaningful transformations. 66 – 68 Some studies emphasize that deep gamification can generate radical changes in teaching–learning processes by integrating game mechanics into the core structure of the activity and creating narrative and immersive experiences that increase intrinsic motivation. 72 According to, 41 AI can strengthen the design of deep gamification experiences by generating personalized learning, providing immediate feedback, and creating more engaging interactive environments. From this perspective, artificial intelligence becomes a tool that allows teachers to redesign gamified experiences with greater pedagogical depth. In this context, artificial intelligence constitutes a resource capable of reinforcing deep gamification by helping teachers design gamified environments in a dynamic, adaptive, and student-centered way, offering personalized learning, immediate feedback, and more attractive interactive experiences. 41 However, the implementation of this type of gamification faces challenges related to time, pedagogical planning, alignment with learning objectives, and scalability. 60 After establishing the relevance of integrating artificial intelligence into gamification designs, explaining how this combination fosters 21st-century skills, and highlighting the need for deep gamification experiences supported by AI, this opinion article argues that the integration of artificial intelligence into gamification processes can strengthen the design of deep gamification experiences by enabling highly personalized learning, adapted to students’ pace, styles, and needs, with immediate feedback and more engaging interactive environments. The following parts provide the arguments and evidence that are in favor of the assertion that is made in this article. AI and deep gamification: A combination for personalized learning After talking about how important it is to develop deep gamified settings, we need to look more closely at how the combination of deep gamification with artificial intelligence makes individualized experiences that fit each student’s needs, pace, and learning style. Since educational systems must focus on the learner, personalizing earning is no longer simply a pedagogical goal but an urgent necessity. It is worth noting that, according to, 48 , 76 artificial intelligence, when integrated into deep gamification designs, opens new possibilities for adequately adapting learning environments to the particularities of each student. According to studies on deep gamification and the use of AI, this integration allows learning experiences to be personalized by adapting challenges, rewards, and feedback according to student performance, interests, and learning pace, thus fostering both interactive and motivating learning. 44 , 48 , 49 , 77 Furthermore, according to, 33 , 78 the synergy between AI and gamification allows the configuration of personalized educational experiences by analyzing student behavior in real time and dynamically adapting elements of the gamified environment, such as difficulty level, feedback, and rewards. In contrast to some platforms that merely offer external rewards or standardized mechanics in shallow gamification designs, AI facilitates the creation of truly personalized experiences. Therefore, deep gamification enhanced by AI transcends playful interaction and becomes a powerful methodological strategy for personalizing learning in different educational contexts. With respect to scaling and challenge adjustment, AI algorithms adjust task difficulty in real time, given that, according to, 34 , 49 AI not only automates processes but also allows gamified elements (levels, challenges, rewards, and feedback) to be dynamically adapted based on students’ profiles and individual progress. In addition, according to, 79 generative artificial intelligence can accurately identify students’ misconceptions and use this information to generate appropriate feedback that addresses their learning needs. Moreover, Markauskaite et al. 80 emphasize that AI becomes a valuable resource for teachers to optimize their time and focus on other important aspects of teaching, such as creating more complex and deeper learning opportunities. However, Giannakos et al. 21 stress the importance of teachers critically evaluating AI-powered feedback and complementing it with their own expertise. This personalization capacity provided by AI aligns with the principles of deep gamification by facilitating immersive, meaningful learning experiences geared toward intrinsic motivation. According to, 41 through adaptive narratives and contextualized challenges, authentic and sustained student engagement can be promoted. An example that illustrates the importance of personalization in the design of meaningful and culturally relevant linguistic experiences is the study by Xia et al. 81 In their research, the authors present the Intercultural Language Learning Intelligent System (CILS), which employs artificial intelligence to provide learning experiences tailored both to students’ profiles and to their cultural context. The results also highlight that adjusting teaching and learning strategies according to students’ cultural backgrounds and individual characteristics not only improves the effectiveness of the learning process but also fosters inclusive and meaningful communication in language learning environments. Another example that demonstrates how the combination of artificial intelligence and gamification can personalize the level of difficulty, offer adaptive feedback, and track student performance in real time is the study by Laverde-Albarracín et al. 82 This research implemented a teaching strategy that integrated gamified resources and AI algorithms to generate automatic feedback and adapt challenges according to each student’s performance. AI tools were also used to monitor response time and accuracy in solving exercises, enabling personalized adjustments. Notably, results revealed a 40% increase in the resolution of complex problems in the experimental group compared to the control group. Similarly, the study by Mohammed and Jesudas 83 shows how the integration of AI and gamification transforms language learning. AI offers personalized learning paths, immediate feedback, and content adapted to individual needs, while gamification fosters engagement and motivation through dynamic experiences. This study concludes that the combination of AI and gamification promotes an interactive learning environment that strengthens students’ language skills, sustains motivation and engagement over time, reinforces learning through gamified repetition, generates immersive, contextualized, and culturally relevant experiences, encourages collaboration and competition, and facilitates autonomous learning. Furthermore, Liu, 49 Cabrera Félix and Román Santana 84 highlight that incorporating artificial intelligence into gamified environments allows to implement personalized pedagogical approaches tailored to students’ individual needs, while also fostering interaction and generating meaningful educational experiences. Moreover, Bachiri et al., 35 Kassenkhan et al., 44 Pardim et al., 78 Martínez et al., 85 Pelletier et al. 86 demonstrate that AI-enhanced gamified designs not only increase students ’participation but also improve feedback and adapt activities based on students’ performance and individual characteristics. These studies reinforce the idea that integrating AI into gamified design is an effective strategy to personalize learning, stimulate sustained progress, and address classroom diversity. Likewise, Abbes et al. 48 argue that incorporating artificial intelligence into gamified environments designed by teachers offers an opportunity to transform how students learn, as it makes it possible to create unique learning paths for each student, responding to their individual needs and stimulating continuous learning progress. In this context, it is essential to consider students’ diverse learning styles (visual, verbal, active, reflective, and sensory) when designing AI-supported gamified environments. 87 Adequate alignment between challenges and learning objectives with students’ interests and styles fosters active participation and stimulates problem-solving skills, allowing each student to progress at their own pace. 88 , 89 Thus, teachers’ identification of these learning styles enables AI to contribute to the creation of personalized resources and the consolidation of deep gamification experiences. 90 In addition, artificial intelligence, by efficiently filtering and organizing large volumes of information, facilitates teachers’ ability to make relevant pedagogical adjustments, adapting both teaching methods and resources to students’ individual characteristics. 91 Platforms such as Classcraft , MathCityMap , and @MyClassGame provide concrete examples, as they allow for the implementation of both shallow gamification strategies, based on points, badges, and leaderboards, and deep gamification strategies focused on narratives, meaningful missions, and collaborative dynamics. In this sense, it is up to teachers, based on their formative objectives, to determine which approach is the most relevant. 54 Although research evidence supports the potential of AI in gamification designs to improve personalization of learning, it is important to stress that, according to, 62 pedagogical creativity and decision-making remain the responsibility of the teacher, since the teacher plays an important role in the personalization process and trains the algorithms to obtain better results. Finally, it’s important to talk about the problems that come with customisation. The research conducted by Gao et al. 73 concluded that the customization algorithms in the AI-enhanced gamified platform ShouTi Fitness require refinement to ensure that recommendations are tailored to students’ proficiency levels, as 10% of participants said that certain suggestions were redundant. Moreover, Hallifax et al. 55 caution that modifying game aspects to correspond with students’ psychological profiles presents an ethical quandary: personalized gamification may exploit learners and curtail their agency. In the same way, too much adaptation might make pupils only interact with things they are already comfortable with, which can slow their growth and make it harder for them to deal with new problems. AI and deep gamification: An innovative alliance with real impact on learning As noted in the previous section, the application of AI in education not only personalizes learning within gamified designs but also opens new possibilities for the development of teaching resources, the creation of interactive environments, and the comprehensive transformation of teaching and learning processes. 48 In this regard, several studies have shown that the integration of AI improves the efficiency and adaptability of teaching activities, while enabling dynamic, meaningful, and student-centered learning experiences. 34 , 63 These findings reinforce the idea that when AI is articulated with methodological strategies such as deep gamification, it not only facilitates the personalization of learning but also generates a real and sustainable impact on educational outcomes. For example, Bennani et al. 34 highlight that incorporating gamified challenges and interactive components into immersive educational environments optimizes academic performance, fosters motivation, and stimulates creativity. They also propose integrating artificial intelligence to facilitate students’ access to information, taking into account individual characteristics and profiles. Similarly, Erbaşı et al. 76 argue that the convergence of AI and gamification produces a radical change, as it enables the design of efficient and meaningful learning experiences. Essentially, this union represents an effective set of tools to develop engaging learning systems with better academic results. Studies on the combination of AI and gamification, such as, 36 , 41 agree that integrating artificial intelligence into deep gamified environments constitutes an innovative strategy to transform learning. The following section addresses why this innovative alliance should be seriously considered. Recent empirical evidence expands this perspective. Gao et al. 73 note that the synergy between deep gamification and artificial intelligence increases students ‘motivation and engagement by creating interactive environments in which learners are actively involved in their learning process. Gamified designs stimulate exploration, decision-making, and problem-solving in playful contexts, while AI enriches these experiences with personalization, adaptive feedback, and real-time analysis. In this way, meaningful learning and autonomy are strengthened, and academic performance is improved. 49 , 62 , 92 The study by Liu 49 provides complementary evidence. With a sample of 486 university students from an English teaching program in China, it compared three AI-powered gamification strategies: adaptive learning paths, conversational agents, and interactive storytelling. The results showed that the combination of gamification and AI increased motivation, personalized the learning experience, and enriched learning, particularly through interactive storytelling that incorporated diverse cultural contexts. Specifically, students valued the immediate feedback from conversational agents, the cultural richness of interactive storytelling, and the personalization of adaptive learning paths. Scoreboards, unlockable content, and individualized challenges sustained interest and reinforced intrinsic motivation, which translated into significant improvements in both language proficiency and student engagement. In contrast, the control group, which followed a conventional course without AI or gamification, showed no significant progress, confirming that the deep integration of AI and gamification transforms the learning experience by making it more meaningful, motivating, and personalized. Although the study by Liu 49 is not explicitly framed within a critical pedagogy perspective, the inclusion of cultural elements into interactive storytelling can be interpreted as an attempt to link learning to meaningful contexts for students. This aspect aligns, at least partially, with the arguments of Teräs, 6 Williamson, 7 Facer, 8 who emphasize the importance of addressing the realities and needs of local communities. On the other hand, artificial intelligence facilitates teachers’ work, since in deep gamified environments AI allows real-time analysis of students’ behavior and progress, automatic adaptation of levels and rewards, and identification of learning styles and emotional states. These capabilities, according to, 91 , 93 , 94 enable teachers to focus on the pedagogical dimension, intervene in a timely manner, and address students’ needs in a personalized way. In summary, the combination of deep gamification and artificial intelligence entails significant implications for teaching practice and the optimization of teaching and learning processes at all educational levels. In this sense, teachers should rely on AI to design gamified environments that respond to students’ interests and needs. 50 This requires moving toward deeper pedagogical proposals that integrate meaningful narratives, adaptive feedback, and contextualized challenges, overcoming mechanical models focused exclusively on extrinsic rewards. 95 , 96 Similarly, it is imperative that students engage actively in their educational journey, fostering the growth of autonomy and decision-making abilities. Strategies like creating personalized avatars or customizing aspects of the gamified environment can enhance identification, boost engagement, and reinforce commitment to learning, so promoting intrinsic motivation. The utilization of gamification analytics technologies, such as GamAnalytics, in AI-enhanced gamified environments enables educators to more precisely track student interactions with gamified systems. By visualizing and analyzing learning data produced by AI, such as speech, gestures, and student action logs, educators receive feedback to modify game dynamics and enhance gamification designs, resulting in increased engagement, motivation, and learning outcomes. 21 , 97 This establishes a co-creation process between educators and artificial intelligence, designed to enhance the educational experience and revolutionize teaching and learning methodologies. Between potential and the gap: Ethical and technological challenges of AI-optimized Gamification Despite the immense pedagogical potential of the combination of artificial intelligence and profound gamification, its implementation presents substantial challenges that must not be disregarded. The following are particularly noteworthy among these: The first challenge concerns data protection, ethics, and privacy. Gamification mediated by artificial intelligence collects large volumes of information about students, including their academic progress, in-game behavior, preferences, and even demographic data, which poses risks if the security and confidentiality of such records are not guaranteed. 98 , 99 To address this issue, it is essential to establish strong security measures such as data protection protocols and audits of AI models to detect bias and prevent misuse. 35 , 41 The second challenge has to do with avoiding excessive dependence on technology. AI should be understood as a means and not an end in educational processes. 91 Therefore, it is not advisable to fully delegate the design of gamified experiences to artificial intelligence, especially regarding content personalization, the difficulty of challenges and narratives, since game mechanics must always respond to pedagogical objectives. 41 , 100 In this sense, AI should play a complementary role, contributing to analysis, monitoring, and optimization, while pedagogical design remains the responsibility of the teacher. 101 The third challenge relates to the technological and infrastructural gap. Significant inequalities persist in access to, use of, and proficiency with information, communication, and artificial intelligence technologies. 63 UNESCO, 40 in its 2023 agenda, stresses that young people must be guaranteed access to both formal and informal educational experiences that broadly integrate technology to ensure greater equity in opportunities. This gap affects both teachers and students who lack technological resources in their educational institutions. 83 , 85 Neubaum et al. 102 showed that during the pandemic, advances in digital skills mainly benefited young people with greater resources, thus deepening inequalities rather than reducing them. According to, 91 this exclusion stems from social, demographic, and educational factors that limit equitable access to the benefits of technological advances. With respect to infrastructure, the need to provide educational institutions with both physical and digital resources has become evident: devices, connectivity, educational software, digital platforms, and tools for developing AI-supported gamified experiences. 85 The lack of such resources restricts the effective implementation of new proposals, especially in developing countries where investment in technological equipment remains insufficient. 91 The fourth challenge involves the cultural and pedagogical appropriation of technology. As Feenberg 103 argues, technologies are not neutral, but neither are they closed: they can be adapted and reconfigured according to context. However, as Watters 104 warns, the problem does not lie in the rigidity of technology but in the uncritical adoption of external models, particularly from the Global North, without adapting them to local contexts, languages, and teaching practices. De Sousa Santos and Meneses 105 reinforce this idea, by pointing out that it is not about incorporating tools without reflection but about questioning their meaning within situated educational processes. Instead of replicating foreign uses, it is more relevant to start from our own educational and cultural needs. Innovation, in this sense, should be conceived as situated creation rather than mere imitation. The fifth challenge relates to teacher training, a fundamental aspect for harnessing the potential of AI-mediated deep gamification. According to, 48 the lack of specialized preparation significantly limits its impact in education. Dah et al. 69 agree that the effectiveness of gamification depends on multiple factors: design quality, 106 theoretical grounding, 107 , 108 standardization of elements, 107 individual differences, 109 and contextual particularities. 110 These conditions underscore the need for teachers trained in gamification software, 111 capable of adapting resources to their educational contexts and to the characteristics of their students. 112 In order to progress toward meaningful implementation, it is imperative to provide training to both in-service and preservice teachers on the development of gamified experiences that incorporate AI as a support tool. This training should encompass the acquisition of critical digital literacy skills, the comprehension of adaptive systems, and the mastery of resources such as immersive narratives, dynamic feedback, and contextualized challenges. Finally, despite the challenges, the future of AI-supported gamification is promising. This technological convergence can transform learning into a more dynamic and motivating experience by encouraging student participation and allowing the continuous adaptation of gamification designs throughout the learning process. 97 In this context, addressing current challenges from a critical and proactive perspective will make it possible to fully leverage the transformative potential of AI in deep gamification environments. Ultimately, true innovation, as Örpek et al. 33 argue, will depend on whether educational institutions and educators manage to balance the intelligent use of technology with situated pedagogical objectives, ensuring that educational practices respond to the needs of local communities. Conclusions This opinion piece critically examines how the use of artificial intelligence might improve deep gamification ideas. This synergy goes beyond approaches based on external rewards and opens the door to a pedagogical transformation centered on the creation of authentic, adaptive, and motivating experiences that foster meaningful learning, stimulate intrinsic motivation, and strengthen students’ commitment to their own learning process. The analysis underscores the significance of acknowledging that artificial intelligence does not supplant the teacher’s function but rather augments it by providing resources for personalization, real-time feedback, and automated material development. The gamification of educational experiences relies on the educator, who, from a critical standpoint, crafts narratives and challenges while considering the reality, interests, needs, and learning styles of their pupils. The reflection also makes it clear that combining AI and deep gamification is not only a technological upgrade; it is a change in the way we talk about human and artificial intelligence. This change means that teachers need to create meaningful learning experiences instead of just giving students fun activities to do to keep them interested in class. 113 They also need to update their teaching methods to help students learn 21st-century skills like creativity, collaboration, communication, and critical thinking, while also dealing with ethical issues like privacy, technological equity, and cultural relevance. Ultimately, it is crucial to perceive artificial intelligence as a pivotal instrument for converting static gamification into dynamic, adaptable, and learner-centered educational experiences. 34 The revolutionary potential will be actualized alone via deliberate planning, robust teacher training, and the ethical and contextual application of technology. Thus, profound gamification enhanced by artificial intelligence would facilitate authentic educational transformations in the contemporary period. F1000 AI policy We have read and agree to comply with the F1000Research AI Policy. We confirm that, in accordance with this policy, ChatGPT-5 was used for style correction review. The use of generative AI was carried out under the supervision of the authors, with full transparency and rigorous review. Data availability No data are associated with this article. References 1. Peters MA: Technological unemployment: Educating for the fourth industrial revolution. Educ. Philos. Theory. Aug. 2017; 49 (1): 1–6. Publisher Full Text 2. Ifenthaler D, Schumacher C: Student perceptions of privacy principles for learning analytics. Educ. Technol. Res. Dev. Oct. 2016; 64 (5): 923–938. Publisher Full Text 3. Giroux HA: On Critical Pedagogy. New York, NY, USA: Bloomsbury Academic; 2011. 4. Freire P: Pedagogía del Oprimido. Mexico City, México: Siglo XXI; 1975. 5. Sancho Gil JM, Hernández Hernández F, Montero Mesa L, et al. : Caminos y derivas para otra investigación educativa y social. 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Reference Source Comments on this article Comments (0) Version 3 VERSION 3 PUBLISHED 22 Oct 2025 ADD YOUR COMMENT Comment Author details Author details 1 Universidad de La Sabana, Chia, Cundinamarca, Colombia 2 Universitat Autonoma de Barcelona, Barcelona, Cataluña, Spain Diana Milena Patiño Barriga Roles: Conceptualization, Formal Analysis, Investigation, Methodology, Resources, Writing – Original Draft Preparation Ana Dolores Vargas Sánchez Roles: Formal Analysis, Funding Acquisition, Methodology, Supervision, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Paloma Valdivia Vizarreta Roles: Supervision, Validation, Writing – Review & Editing Competing interests No competing interests were disclosed. Grant information The APC was funded by Universidad de La Sabana (research group Proventus) with number EDU-8-2024. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Article Versions (3) version 3 Revised Published: 24 Apr 2026, 14:1156 https://doi.org/10.12688/f1000research.171453.3 version 2 Revised Published: 22 Dec 2025, 14:1156 https://doi.org/10.12688/f1000research.171453.2 version 1 Published: 22 Oct 2025, 14:1156 https://doi.org/10.12688/f1000research.171453.1 Copyright © 2025 Patiño Barriga DM et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Patiño Barriga DM, Vargas Sánchez AD and Valdivia Vizarreta P. Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1156 ( https://doi.org/10.12688/f1000research.171453.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 22 Oct 2025 Views 0 Cite How to cite this report: Pfeiffer A. Reviewer Report For: Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1156 ( https://doi.org/10.5256/f1000research.189063.r426853 ) The direct URL for this report is: https://f1000research.com/articles/14-1156/v1#referee-response-426853 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 20 Nov 2025 Alexander Pfeiffer , University for Continuing Education Krems, Krems, Krems, Austria Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.189063.r426853 This opinion article by Barriga, Sánchez, and Vizarreta examines the convergence of AI and deep gamification within educational contexts. The authors argue that this synergy, when guided by a critical pedagogical framework, has the potential to foster genuine educational ... Continue reading READ ALL This opinion article by Barriga, Sánchez, and Vizarreta examines the convergence of AI and deep gamification within educational contexts. The authors argue that this synergy, when guided by a critical pedagogical framework, has the potential to foster genuine educational transformation. The paper presents AI not merely as a tool for efficiency but as a component of a critical pedagogy that places the student at the centre of learning. It explores how AI can enhance deep gamification to create personalized, adaptive, and meaningful learning experiences that promote intrinsic motivation and 21st-century skills. The authors provide a balanced perspective, discussing both the transformative potential of this integration and the significant ethical, technological, and pedagogical challenges that must be addressed, including data privacy, equity in access, and the crucial role of teacher training and autonomy. While the paper is a valuable contribution to the discussion already, the following minor revisions could enhance its clarity and impact. These are suggestions for improvement rather than mandatory corrections for scientific soundness. 1. Provide a more explicit definition of "Deep Gamification" Early in the Manuscript: The distinction between deep and shallow gamification is central to the paper's thesis. While the authors explore this difference in the section "From motivation to transformation," the article would benefit from a concise, consolidated definition or a comparative table earlier on. 2. Consolidate discussion of teacher competencies: The paper rightly emphasizes the crucial role of the teacher. The discussion of teacher training, autonomy, and pedagogical judgment appears in several sections. The authors could consider adding a short, dedicated subsection to consolidate the specific competencies teachers need to navigate this new landscape effectively. This would bring greater focus to one of the paper's most important practical implications. Is the topic of the opinion article discussed accurately in the context of the current literature? Yes Are all factual statements correct and adequately supported by citations? Yes Are arguments sufficiently supported by evidence from the published literature? Yes Are the conclusions drawn balanced and justified on the basis of the presented arguments? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Gamification, Serious Games, Game-based learning, AI, DLTs I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Pfeiffer A. Reviewer Report For: Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1156 ( https://doi.org/10.5256/f1000research.189063.r426853 ) The direct URL for this report is: https://f1000research.com/articles/14-1156/v1#referee-response-426853 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 07 Jan 2026 Ana Dolores Vargas Sánchez , Universidad de La Sabana, Chia, Colombia 07 Jan 2026 Author Response We sincerely appreciate your feedback, which has contributed to improving the clarity and impact of the manuscript “Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation.” In response to ... Continue reading We sincerely appreciate your feedback, which has contributed to improving the clarity and impact of the manuscript “Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation.” In response to your first suggestion, we have incorporated an explicit definition of “deep gamification” in the section “From motivation to transformation: deep gamification and AI in 21st century education” (page 12). Furthermore, we have added a conceptual clarification that differentiates deep gamification from AI-driven personalization, complemented by Figure 2 (page 13), which illustrates the main distinctions and their pedagogical implications. Regarding your recommendation to consolidate the discussion of teacher competencies, we have included a specific summary on pages 8–11, based on the UNESCO competency framework (2024). This section highlights the essential skills that teachers require to oversee AI systems, ensure their ethical use, and contextualize the generated content, thus reinforcing the practical dimension of the article. We believe these improvements directly address your feedback and strengthen the manuscript's structure, offering clearer definitions and a more teacher-centered approach. Our aim is for the article to provide not only theoretical value but also concrete tools for the responsible integration of AI and gamification in educational settings. We sincerely appreciate your feedback, which has contributed to improving the clarity and impact of the manuscript “Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation.” In response to your first suggestion, we have incorporated an explicit definition of “deep gamification” in the section “From motivation to transformation: deep gamification and AI in 21st century education” (page 12). Furthermore, we have added a conceptual clarification that differentiates deep gamification from AI-driven personalization, complemented by Figure 2 (page 13), which illustrates the main distinctions and their pedagogical implications. Regarding your recommendation to consolidate the discussion of teacher competencies, we have included a specific summary on pages 8–11, based on the UNESCO competency framework (2024). This section highlights the essential skills that teachers require to oversee AI systems, ensure their ethical use, and contextualize the generated content, thus reinforcing the practical dimension of the article. We believe these improvements directly address your feedback and strengthen the manuscript's structure, offering clearer definitions and a more teacher-centered approach. Our aim is for the article to provide not only theoretical value but also concrete tools for the responsible integration of AI and gamification in educational settings. Competing Interests: No competing interests were disclosed. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 07 Jan 2026 Ana Dolores Vargas Sánchez , Universidad de La Sabana, Chia, Colombia 07 Jan 2026 Author Response We sincerely appreciate your feedback, which has contributed to improving the clarity and impact of the manuscript “Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation.” In response to ... Continue reading We sincerely appreciate your feedback, which has contributed to improving the clarity and impact of the manuscript “Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation.” In response to your first suggestion, we have incorporated an explicit definition of “deep gamification” in the section “From motivation to transformation: deep gamification and AI in 21st century education” (page 12). Furthermore, we have added a conceptual clarification that differentiates deep gamification from AI-driven personalization, complemented by Figure 2 (page 13), which illustrates the main distinctions and their pedagogical implications. Regarding your recommendation to consolidate the discussion of teacher competencies, we have included a specific summary on pages 8–11, based on the UNESCO competency framework (2024). This section highlights the essential skills that teachers require to oversee AI systems, ensure their ethical use, and contextualize the generated content, thus reinforcing the practical dimension of the article. We believe these improvements directly address your feedback and strengthen the manuscript's structure, offering clearer definitions and a more teacher-centered approach. Our aim is for the article to provide not only theoretical value but also concrete tools for the responsible integration of AI and gamification in educational settings. We sincerely appreciate your feedback, which has contributed to improving the clarity and impact of the manuscript “Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation.” In response to your first suggestion, we have incorporated an explicit definition of “deep gamification” in the section “From motivation to transformation: deep gamification and AI in 21st century education” (page 12). Furthermore, we have added a conceptual clarification that differentiates deep gamification from AI-driven personalization, complemented by Figure 2 (page 13), which illustrates the main distinctions and their pedagogical implications. Regarding your recommendation to consolidate the discussion of teacher competencies, we have included a specific summary on pages 8–11, based on the UNESCO competency framework (2024). This section highlights the essential skills that teachers require to oversee AI systems, ensure their ethical use, and contextualize the generated content, thus reinforcing the practical dimension of the article. We believe these improvements directly address your feedback and strengthen the manuscript's structure, offering clearer definitions and a more teacher-centered approach. Our aim is for the article to provide not only theoretical value but also concrete tools for the responsible integration of AI and gamification in educational settings. Competing Interests: No competing interests were disclosed. Close Report a concern COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Manea Tonis R. Reviewer Report For: Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1156 ( https://doi.org/10.5256/f1000research.189063.r426859 ) The direct URL for this report is: https://f1000research.com/articles/14-1156/v1#referee-response-426859 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 31 Oct 2025 Rocsana Manea Tonis , National University of Physical Education and Sports, Bucharest, Bucharest, Romania Not Approved VIEWS 0 https://doi.org/10.5256/f1000research.189063.r426859 The article presents a highly relevant and visionary argument that combines AI innovation with pedagogical humanism. It will appeal to audiences in educational technology, digital pedagogy, and critical studies. However, to reach scientific soundness, it needs clearer conceptual grounding, stronger ... Continue reading READ ALL The article presents a highly relevant and visionary argument that combines AI innovation with pedagogical humanism. It will appeal to audiences in educational technology, digital pedagogy, and critical studies. However, to reach scientific soundness, it needs clearer conceptual grounding, stronger methodological transparency, and tighter structure. Points That Must Be Addressed for Scientific Soundness - Add a short section describing the method of analysis (e.g., conceptual review, critical synthesis of literature). Optionally include a case example or framework diagram showing how AI supports deep gamification in real contexts. - Define precisely what constitutes “deep gamification” and how it differs from “AI-driven personalization.” Consider including a table summarizing differences and pedagogical implications. - Expand the section on teacher autonomy and ethical oversight. How do teachers mediate algorithmic bias? What competencies are required? - The article promotes AI-enhanced gamification while warning of over-dependence. A balanced framework reconciling these tensions is needed (e.g., “Pedagogical AI integration principles”). - Consolidate overlapping discussions (e.g., on 21st-century skills). Consider moving empirical examples into a distinct section (“Empirical Illustrations of AI–Gamification Synergy”). - Add at least one diagram or conceptual framework figure illustrating the relationship between AI, gamification, and pedagogy. Is the topic of the opinion article discussed accurately in the context of the current literature? Yes Are all factual statements correct and adequately supported by citations? Yes Are arguments sufficiently supported by evidence from the published literature? Yes Are the conclusions drawn balanced and justified on the basis of the presented arguments? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Cybermarketing - implementing AI, ML, blockchain I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Manea Tonis R. Reviewer Report For: Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1156 ( https://doi.org/10.5256/f1000research.189063.r426859 ) The direct URL for this report is: https://f1000research.com/articles/14-1156/v1#referee-response-426859 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 24 Apr 2026 Ana Dolores Vargas Sánchez , Universidad de La Sabana, Chia, Colombia 24 Apr 2026 Author Response Your comments have greatly improved the scientific rigor and conceptual coherence of the manuscript "Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation." Thank you very much. As a ... Continue reading Your comments have greatly improved the scientific rigor and conceptual coherence of the manuscript "Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation." Thank you very much. As a result of your first suggestion, we have added a methodological section to the beginning of the article that explains the analytical approach we used, which was a conceptual review and critical synthesis of the literature. We also included a case study with a diagram showing how AI improves deep gamification in real-world educational settings. We also took your advice to make the definition of "deep gamification" clearer and to set it apart from "AI-driven personalization." To do this, we incorporated a lengthy explanation and a diagram that shows the distinctions in ideas and how they affect teaching. We also talked more about teacher autonomy and ethical supervision, including ways to reduce algorithmic bias and important skills based on the UNESCO framework (2024). This made sure that AI integration was done in a responsible and human-centered way. Finally, we have combined duplicate portions and created a balanced framework that balances the revolutionary power of AI with the dangers of relying too much on it. This framework is based on teaching concepts and international standards. It is also supported with conceptual diagrams that show how AI, gamification, and pedagogy are related. We think that with these changes, the paper fully responds to your comments and presents a clearer, more rigorous approach that follows best practices in education. Your comments have greatly improved the scientific rigor and conceptual coherence of the manuscript "Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation." Thank you very much. As a result of your first suggestion, we have added a methodological section to the beginning of the article that explains the analytical approach we used, which was a conceptual review and critical synthesis of the literature. We also included a case study with a diagram showing how AI improves deep gamification in real-world educational settings. We also took your advice to make the definition of "deep gamification" clearer and to set it apart from "AI-driven personalization." To do this, we incorporated a lengthy explanation and a diagram that shows the distinctions in ideas and how they affect teaching. We also talked more about teacher autonomy and ethical supervision, including ways to reduce algorithmic bias and important skills based on the UNESCO framework (2024). This made sure that AI integration was done in a responsible and human-centered way. Finally, we have combined duplicate portions and created a balanced framework that balances the revolutionary power of AI with the dangers of relying too much on it. This framework is based on teaching concepts and international standards. It is also supported with conceptual diagrams that show how AI, gamification, and pedagogy are related. We think that with these changes, the paper fully responds to your comments and presents a clearer, more rigorous approach that follows best practices in education. Competing Interests: No competing interests were disclosed. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 24 Apr 2026 Ana Dolores Vargas Sánchez , Universidad de La Sabana, Chia, Colombia 24 Apr 2026 Author Response Your comments have greatly improved the scientific rigor and conceptual coherence of the manuscript "Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation." Thank you very much. As a ... Continue reading Your comments have greatly improved the scientific rigor and conceptual coherence of the manuscript "Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation." Thank you very much. As a result of your first suggestion, we have added a methodological section to the beginning of the article that explains the analytical approach we used, which was a conceptual review and critical synthesis of the literature. We also included a case study with a diagram showing how AI improves deep gamification in real-world educational settings. We also took your advice to make the definition of "deep gamification" clearer and to set it apart from "AI-driven personalization." To do this, we incorporated a lengthy explanation and a diagram that shows the distinctions in ideas and how they affect teaching. We also talked more about teacher autonomy and ethical supervision, including ways to reduce algorithmic bias and important skills based on the UNESCO framework (2024). This made sure that AI integration was done in a responsible and human-centered way. Finally, we have combined duplicate portions and created a balanced framework that balances the revolutionary power of AI with the dangers of relying too much on it. This framework is based on teaching concepts and international standards. It is also supported with conceptual diagrams that show how AI, gamification, and pedagogy are related. We think that with these changes, the paper fully responds to your comments and presents a clearer, more rigorous approach that follows best practices in education. Your comments have greatly improved the scientific rigor and conceptual coherence of the manuscript "Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation." Thank you very much. As a result of your first suggestion, we have added a methodological section to the beginning of the article that explains the analytical approach we used, which was a conceptual review and critical synthesis of the literature. We also included a case study with a diagram showing how AI improves deep gamification in real-world educational settings. We also took your advice to make the definition of "deep gamification" clearer and to set it apart from "AI-driven personalization." To do this, we incorporated a lengthy explanation and a diagram that shows the distinctions in ideas and how they affect teaching. We also talked more about teacher autonomy and ethical supervision, including ways to reduce algorithmic bias and important skills based on the UNESCO framework (2024). This made sure that AI integration was done in a responsible and human-centered way. Finally, we have combined duplicate portions and created a balanced framework that balances the revolutionary power of AI with the dangers of relying too much on it. This framework is based on teaching concepts and international standards. It is also supported with conceptual diagrams that show how AI, gamification, and pedagogy are related. We think that with these changes, the paper fully responds to your comments and presents a clearer, more rigorous approach that follows best practices in education. Competing Interests: No competing interests were disclosed. Close Report a concern COMMENT ON THIS REPORT Comments on this article Comments (0) Version 3 VERSION 3 PUBLISHED 22 Oct 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 3 4 Version 3 (revision) 24 Apr 26 read Version 2 (revision) 22 Dec 25 read read Version 1 22 Oct 25 read read Rocsana Manea Tonis , National University of Physical Education and Sports, Bucharest, Romania Alexander Pfeiffer , University for Continuing Education Krems, Krems, Austria Aleksandra Porjazoska Kujundziski , International Balkan University, Skopje, North Macedonia Alexandhrea Hiedie Dumagay , Western Mindanao State University, Zamboanga City, Philippines Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Dumagay A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 11 May 2026 | for Version 3 Alexandhrea Hiedie Dumagay , Western Mindanao State University, Zamboanga City, Philippines 0 Views copyright © 2026 Dumagay A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The revised manuscript demonstrates clear and substantial improvement in response to the previous review comments. The authors have strengthened the conceptual positioning of the article and now more clearly frame the manuscript as a theoretical and integrative contribution rather than an empirical study. This clarification improves the alignment between the article’s aims, discussion, and conclusions. The manuscript also presents a more balanced discussion of the literature. The authors have moderated several previously strong claims and now distinguish more carefully between empirically supported findings, emerging evidence, and conceptual perspectives. The inclusion of the evidence classification table and the expanded discussion of mixed findings, implementation challenges, and contextual limitations considerably strengthen the scholarly grounding of the article. In addition, the discussion of teacher agency, ethical considerations, algorithmic bias, and infrastructural inequalities provides a thoughtful perspective on the integration of AI and deep gamification in educational settings. The manuscript now offers a more reflective and critically informed contribution to ongoing conversations in the field. The article is timely, relevant, and well connected to current scholarship. The revisions have improved the overall coherence and balance of the manuscript while preserving its original conceptual contribution. A few minor language and stylistic refinements could further improve readability and conciseness in some sections, although these do not substantially affect the overall quality of the work. Overall, this revised version represents a meaningful improvement and makes a valuable contribution to discussions on AI, gamification, and critical pedagogy in education. Competing Interests No competing interests were disclosed. Reviewer Expertise Social Sciences, Education and technology, Artificial Intelligence in Education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Dumagay AH. Peer Review Report For: Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1156 ( https://doi.org/10.5256/f1000research.198530.r478851) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1156/v3#referee-response-478851 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Dumagay A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 03 Feb 2026 | for Version 2 Alexandhrea Hiedie Dumagay , Western Mindanao State University, Zamboanga City, Philippines 0 Views copyright © 2026 Dumagay A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The opinion article addresses a timely and relevant topic by exploring the intersection of artificial intelligence, deep gamification, and critical pedagogy in contemporary education. It presents a clear conceptual framing in which pedagogy guides the use of gamification and AI, and it thoughtfully considers both potential benefits and challenges, including teacher agency, ethical issues, and contextual constraints. The manuscript demonstrates strong engagement with contemporary literature and raises important questions for the field, while some areas could benefit from further clarification to strengthen coherence. Overall, the topic is discussed appropriately in relation to current studies. The authors draw on a wide range of recent sources and align their discussion with ongoing debates about ethics, pedagogy, and technology in education. In a few places, however, the manuscript appears to go slightly beyond what the current evidence can firmly support, particularly when describing the transformative impact of AI-enhanced gamification. It may therefore be helpful to signal more clearly when claims are conceptual or aspirational rather than empirically established, and to engage more explicitly with studies that report mixed or critical findings. The manuscript is well referenced, and most claims are supported by appropriate citations. Some statements are framed in relatively strong terms compared to the context-specific nature of much of the existing evidence. Moderating the language of these claims and providing brief contextual details when referring to key studies would further strengthen the scholarly grounding. The conclusions are consistent with the overall argument and appropriately emphasize teacher agency and ethical awareness. They could be further strengthened by distinguishing more clearly between established findings, emerging evidence, and longer-term possibilities. Overall, this is a thoughtful and relevant contribution, and it has the potential to offer an even stronger and more balanced contribution to ongoing discussions in the field. Is the topic of the opinion article discussed accurately in the context of the current literature? Yes Are all factual statements correct and adequately supported by citations? Yes Are arguments sufficiently supported by evidence from the published literature? Yes Are the conclusions drawn balanced and justified on the basis of the presented arguments? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Social Sciences, Education and technology, Artificial Intelligence in Education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 24 Apr 2026 Ana Dolores Vargas Sánchez, Universidad de La Sabana, Chia, Colombia We appreciate the fourth reviewer's comments and ideas on the document. It was edited to stress the importance of being careful about what you say and to stay away from making statements that aren't backed up by enough evidence. The wording in the text was carefully toned down by replacing strong causal phrases with more cautious ones like "suggests," "indicates," and "has the potential to." It also changed normative statements by using modal auxiliaries like "may" and "could." A new introductory paragraph was added before the section "AI and deep gamification: A combination for personalized learning" to make it clear that the arguments made are only theoretical and that putting AI into deep gamification is a new field that hasn't yet reached a clear academic consensus. To improve the strength of the arguments and balance the evidence base, the literature was sorted into clear thematic groups, and new sections were added to bring together both similar findings and mixed or critical results. The section "Beyond optimistic perspectives: Rethinking the effectiveness of gamification and AI in learning" was added. It includes contextual evidence and counterarguments. The subsection "A critical reading of current evidence: points of agreement, gaps, and open questions" identifies areas of emerging agreement, such as motivation, engagement, and personalization, as well as open debates and methodological limitations that keep coming up. Table 1 also talks about the studies' limitations in a methodical way. It contains information about the methodological design, sample size, and disciplinary scope. Lastly, the findings were carefully changed so that they better reflect the current state of the data. They are now organized into three groups based on strength: conclusions that are already backed up by empirical investigations, promising but not yet strongly validated data, and questions that are still open and need more research. We took eliminated the speculative remarks and added a section that clearly lists the most important problems for future study, such as the lack of longitudinal studies, contextual inequities, and ethical considerations. A last paragraph was also included that talked about the things that need to be in place for responsible implementation, like the technology infrastructure, teacher training, institutional governance, and being aware of the educational setting. View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Dumagay AH. Peer Review Report For: Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1156 ( https://doi.org/10.5256/f1000research.193431.r446667) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1156/v2#referee-response-446667 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Porjazoska Kujundziski A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 13 Jan 2026 | for Version 2 Aleksandra Porjazoska Kujundziski , International Balkan University, Skopje, Skopje, North Macedonia 0 Views copyright © 2026 Porjazoska Kujundziski A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Summary of the article : This article examines the intersection of artificial intelligence (AI) and deep gamification as a means to achieve educational transformation. Drawing on critical pedagogy, it is argued that AI should serve as a supportive and adaptive component within pedagogically intentional gamified frameworks, rather than acting as an independent catalyst for change. The article differentiates deep gamification from superficial, reward-based methods and from AI-driven personalization by emphasizing narrative, meaning-making, intrinsic motivation, and learner agency. Through a conceptual synthesis of recent literature and selected empirical examples, the authors identify synergies among pedagogy, gamification, and AI, highlighting benefits such as personalization, adaptive feedback, increased engagement, and the development of 21st-century skills. The article also addresses challenges such as algorithmic bias, ethical oversight, teacher autonomy, data privacy, infrastructural inequality, and the necessity for professional development. The conclusions assert that educational transformation can only occur when AI-enhanced gamification is directed by critical, human-centered pedagogy and responsible teacher involvement. Accuracy of topic discussion in relation to current literature: The manuscript demonstrates strong integration with recent and relevant literature, especially post-2020 scholarship on AI in education, gamification, critical pedagogy, and teacher competencies. Its conceptual framework is consistent with prevailing contemporary discourses that prioritize ethical AI use, teacher agency, and pedagogical intentionality. Nevertheless, the manuscript offers limited engagement with alternative or dissenting perspectives. Although potential risks are acknowledged, the discussion predominantly highlights literature that supports the authors’ position. More skeptical viewpoints, including studies reporting mixed, null, or context-dependent effects of gamification and AI, receive insufficient attention. Recommendations: Contrasting findings from the literature, such as limited learning gains, motivation decay, and implementation failures, should be explicitly integrated. A concise subsection should synthesize critical or inconclusive evidence, clarifying areas of consensus and ongoing debate. The article’s stance should be clearly presented as one perspective within a continuing scholarly discussion, rather than as an emerging consensus. Factual accuracy and citation support: Most factual statements are accurate and substantiated by appropriate citations, including peer-reviewed studies and authoritative frameworks (UNESCO, OECD). The literature base is comprehensive and generally well chosen. However, certain claims, particularly those characterizing impacts on learning outcomes as “significant,” “radical,” or “transformative,” are articulated in broad terms, whereas the supporting evidence is frequently context-specific, small-scale, or illustrative. Furthermore, some normative assertions are conveyed using language that closely resembles empirical claims. Recommendations: Strengthen the alignment between claims and evidence by replacing strong causal language with qualified phrasing such as “suggests,” “indicates,” or “has potential to.” Clearly specify when claims are conceptual or normative rather than empirically established. Where feasible, incorporate meta-analyses, systematic reviews, or large-scale studies to substantiate general claims regarding effectiveness. Additionally, consider including a table or box that differentiates empirically supported findings, emerging evidence, and conceptual propositions. Strength of evidence supporting the arguments: The arguments presented are coherent and logically developed, with consistent connections to published literature. The manuscript effectively integrates conceptual reasoning with selected empirical examples. However, the evidentiary support remains uneven. Numerous references serve illustrative purposes rather than building a cumulative case, and counter-evidence is not examined in detail. Consequently, certain arguments appear more persuasive rhetorically than they are substantiated empirically. Recommendations: Enhance argumentative rigor by organizing cited studies according to thematic categories and explicitly identifying areas of agreement or disagreement among findings. Acknowledge the limitations of the cited studies, such as sample size, context, or disciplinary scope. Clearly state that the article’s objective is theoretical and integrative rather than to provide evidentiary proof, while ensuring that arguments remain well-supported. Balance and Justification of Conclusions: The concluding section employs an optimistic and aspirational tone that is not fully supported by the available evidence. Expressions such as “revolutionary potential” and “authentic educational transformation” may exaggerate the current maturity of the evidence base. Recommendations: Revise the conclusions to more clearly differentiate between findings that are currently supported, those that appear promising, and those that remain conditional or speculative. Additionally, reiterate unresolved challenges as priorities for ongoing research and practice. It is also recommended to include a brief paragraph on the boundary conditions for transformation, outlining prerequisites such as teacher training, infrastructure, governance, and contextual factors. Overall recommendations: The manuscript is well-structured, timely, and theoretically informed, offering a valuable contribution to ongoing discussions on AI, gamification, and pedagogy. If the revisions outlined above are implemented, particularly those clarifying the distinction between evidence and advocacy, the manuscript will achieve a high standard of scientific clarity, balance, and conceptual rigor suitable for indexing. Is the topic of the opinion article discussed accurately in the context of the current literature? Partly Are all factual statements correct and adequately supported by citations? Partly Are arguments sufficiently supported by evidence from the published literature? Partly Are the conclusions drawn balanced and justified on the basis of the presented arguments? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise AI in education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 24 Apr 2026 Ana Dolores Vargas Sánchez, Universidad de La Sabana, Chia, Colombia First, we want to thank the reviewer for all of their suggestions and help with the essay. In response to these suggestions, the paper was changed to include more clearly critical, mixed, and contextual views on how well gamification and artificial intelligence work in learning. New subsections were added: "Beyond optimistic perspectives: Rethinking the effectiveness of gamification and AI in learning" and "A critical reading of current evidence: points of agreement, gaps, and open questions." These sections bring together studies with different, null, or conditional results and look at things like how motivation changes over time, implementation failures, and how results can change depending on the situation. Moreover, the notion that the essay embodies a singular viewpoint within a continuous scholarly discourse, rather than a developing consensus, was substantiated. A more stringent match was also obtained between the levels of evidence and the language utilized. We changed strong or causally deterministic words like "significant," "radical," or "transformative" to more cautious words like "suggests," "indicates," or "has the potential to." It was made apparent which statements were normative and which were conceptual, and it was made explicit in each case whether the research listed were empirical, conceptual, or systematic reviews. To bolster the argumentation foundation, recent review papers were included, and it was clearly stated when general conclusions were backed by systematic or integrative evidence. Lastly, the thematic reorganization of the literature and the addition of a new table (Table 1) that separates empirical findings, emerging evidence, and conceptual propositions, as well as the main methodological limitations of each study, made the analysis more rigorous and structured. The conclusions were rewritten to make it apparent which findings are now supported, which are promising but not yet proven, and which are conditional or speculative. They also made it plain which difficulties still need to be solved and should be the focus of future study. A last paragraph was added to talk about the circumstances that need to be met for educational reform to work. This included things like teacher training, technical infrastructure, institutional governance, and implementation contexts. View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Porjazoska Kujundziski A. Peer Review Report For: Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1156 ( https://doi.org/10.5256/f1000research.193431.r444565) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1156/v2#referee-response-444565 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Pfeiffer A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 20 Nov 2025 | for Version 1 Alexander Pfeiffer , University for Continuing Education Krems, Krems, Krems, Austria 0 Views copyright © 2025 Pfeiffer A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This opinion article by Barriga, Sánchez, and Vizarreta examines the convergence of AI and deep gamification within educational contexts. The authors argue that this synergy, when guided by a critical pedagogical framework, has the potential to foster genuine educational transformation. The paper presents AI not merely as a tool for efficiency but as a component of a critical pedagogy that places the student at the centre of learning. It explores how AI can enhance deep gamification to create personalized, adaptive, and meaningful learning experiences that promote intrinsic motivation and 21st-century skills. The authors provide a balanced perspective, discussing both the transformative potential of this integration and the significant ethical, technological, and pedagogical challenges that must be addressed, including data privacy, equity in access, and the crucial role of teacher training and autonomy. While the paper is a valuable contribution to the discussion already, the following minor revisions could enhance its clarity and impact. These are suggestions for improvement rather than mandatory corrections for scientific soundness. 1. Provide a more explicit definition of "Deep Gamification" Early in the Manuscript: The distinction between deep and shallow gamification is central to the paper's thesis. While the authors explore this difference in the section "From motivation to transformation," the article would benefit from a concise, consolidated definition or a comparative table earlier on. 2. Consolidate discussion of teacher competencies: The paper rightly emphasizes the crucial role of the teacher. The discussion of teacher training, autonomy, and pedagogical judgment appears in several sections. The authors could consider adding a short, dedicated subsection to consolidate the specific competencies teachers need to navigate this new landscape effectively. This would bring greater focus to one of the paper's most important practical implications. Is the topic of the opinion article discussed accurately in the context of the current literature? Yes Are all factual statements correct and adequately supported by citations? Yes Are arguments sufficiently supported by evidence from the published literature? Yes Are the conclusions drawn balanced and justified on the basis of the presented arguments? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Gamification, Serious Games, Game-based learning, AI, DLTs I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 07 Jan 2026 Ana Dolores Vargas Sánchez, Universidad de La Sabana, Chia, Colombia We sincerely appreciate your feedback, which has contributed to improving the clarity and impact of the manuscript “Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation.” In response to your first suggestion, we have incorporated an explicit definition of “deep gamification” in the section “From motivation to transformation: deep gamification and AI in 21st century education” (page 12). Furthermore, we have added a conceptual clarification that differentiates deep gamification from AI-driven personalization, complemented by Figure 2 (page 13), which illustrates the main distinctions and their pedagogical implications. Regarding your recommendation to consolidate the discussion of teacher competencies, we have included a specific summary on pages 8–11, based on the UNESCO competency framework (2024). This section highlights the essential skills that teachers require to oversee AI systems, ensure their ethical use, and contextualize the generated content, thus reinforcing the practical dimension of the article. We believe these improvements directly address your feedback and strengthen the manuscript's structure, offering clearer definitions and a more teacher-centered approach. Our aim is for the article to provide not only theoretical value but also concrete tools for the responsible integration of AI and gamification in educational settings. View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Pfeiffer A. Peer Review Report For: Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1156 ( https://doi.org/10.5256/f1000research.189063.r426853) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1156/v1#referee-response-426853 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Manea Tonis R. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 31 Oct 2025 | for Version 1 Rocsana Manea Tonis , National University of Physical Education and Sports, Bucharest, Bucharest, Romania 0 Views copyright © 2025 Manea Tonis R. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Not Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The article presents a highly relevant and visionary argument that combines AI innovation with pedagogical humanism. It will appeal to audiences in educational technology, digital pedagogy, and critical studies. However, to reach scientific soundness, it needs clearer conceptual grounding, stronger methodological transparency, and tighter structure. Points That Must Be Addressed for Scientific Soundness - Add a short section describing the method of analysis (e.g., conceptual review, critical synthesis of literature). Optionally include a case example or framework diagram showing how AI supports deep gamification in real contexts. - Define precisely what constitutes “deep gamification” and how it differs from “AI-driven personalization.” Consider including a table summarizing differences and pedagogical implications. - Expand the section on teacher autonomy and ethical oversight. How do teachers mediate algorithmic bias? What competencies are required? - The article promotes AI-enhanced gamification while warning of over-dependence. A balanced framework reconciling these tensions is needed (e.g., “Pedagogical AI integration principles”). - Consolidate overlapping discussions (e.g., on 21st-century skills). Consider moving empirical examples into a distinct section (“Empirical Illustrations of AI–Gamification Synergy”). - Add at least one diagram or conceptual framework figure illustrating the relationship between AI, gamification, and pedagogy. Is the topic of the opinion article discussed accurately in the context of the current literature? Yes Are all factual statements correct and adequately supported by citations? Yes Are arguments sufficiently supported by evidence from the published literature? Yes Are the conclusions drawn balanced and justified on the basis of the presented arguments? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Cybermarketing - implementing AI, ML, blockchain I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. reply Respond to this report Responses (1) Author Response 24 Apr 2026 Ana Dolores Vargas Sánchez, Universidad de La Sabana, Chia, Colombia Your comments have greatly improved the scientific rigor and conceptual coherence of the manuscript "Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation." Thank you very much. As a result of your first suggestion, we have added a methodological section to the beginning of the article that explains the analytical approach we used, which was a conceptual review and critical synthesis of the literature. We also included a case study with a diagram showing how AI improves deep gamification in real-world educational settings. We also took your advice to make the definition of "deep gamification" clearer and to set it apart from "AI-driven personalization." To do this, we incorporated a lengthy explanation and a diagram that shows the distinctions in ideas and how they affect teaching. We also talked more about teacher autonomy and ethical supervision, including ways to reduce algorithmic bias and important skills based on the UNESCO framework (2024). This made sure that AI integration was done in a responsible and human-centered way. Finally, we have combined duplicate portions and created a balanced framework that balances the revolutionary power of AI with the dangers of relying too much on it. This framework is based on teaching concepts and international standards. It is also supported with conceptual diagrams that show how AI, gamification, and pedagogy are related. We think that with these changes, the paper fully responds to your comments and presents a clearer, more rigorous approach that follows best practices in education. View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Manea Tonis R. Peer Review Report For: Deep Gamification and Artificial Intelligence as Catalysts of Educational Transformation [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1156 ( https://doi.org/10.5256/f1000research.189063.r426859) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. 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