Artificial intelligence–supported personalized game-based learning environments: psychological approaches to developing learner autonomy in foreign language education

Abstract

The present study explores the psychological mechanisms underlying the formation of learner autonomy in foreign language education through the integration of personalized game-based scenarios supported by artificial intelligence (AI). Within the broader framework of digital transformation in higher education, the research focuses on how AI-driven personalization and gamification stimulate motivation, self-regulation, and engagement, thereby reinforcing the psychological foundations of independent learning. Particular attention is given to the mediating role of motivation and its interaction with self-regulatory processes, which together constitute the core psychological mechanisms of autonomy development. Empirical data were obtained through a quantitative survey of 112 students enrolled in the “Teacher Training in Two Foreign Languages” program at Tashenev University. The questionnaire included 25 items organized into five thematic clusters: goal setting and planning with digital and AI tools; self-regulation and organization of learning activities; use of digital technologies and AI; perceived impact of AI and gamification; and motivation and engagement. The analysis revealed positive student perceptions of AI and gamification, strong correlations between key dimensions of autonomous learning, and demonstrated that motivation partially mediates the relationship between AI use and self-regulation. These findings highlight the psychological mechanisms through which AI-supported gamification fosters autonomy, showing that emotional and motivational factors play a decisive role in shaping independent learning behaviors. The scientific significance of the study lies in substantiating the pedagogical and psychological potential of integrating AI and gamification into language education, while its practical relevance is reflected in the development of methodological recommendations for applying these tools to strengthen student autonomy. The results may be used in designing innovative educational programs, digital courses, and teaching strategies that align with the psychological foundations of learner autonomy in the context of higher education’s digital transformation.