Kökény Levente (2025): A MI tanáraink: A mesterséges intelligencia-alapú játékos nyelvtanuló alkalmazások szerepe és hatékonysága a nyelvtanulásban. In: Szalkai Zsuzsanna – Bíró-Szigeti Szilvia – Iványi Tamás – Kelemen-Erdős Anikó (eds.): Tudományágak kaleidoszkópja – a marketing, mint transzdiszciplináris terület. Budapesti Műszaki és Gazdaságtudományi Egyetem, Gazdaság- és Társadalomtudományi Kar: Budapest. ISBN: 978-615-112-035-4 pp. 25–26.

Authors

• Levente, Kökény. Budapesti Corvinus Egyetem.

Abstract

Our Teachers: The Role and Effectiveness of AI-Based Gamified Language-Learning Apps in Language Learning

Various digital solutions, such as interactive whiteboards and computer-based tests, have long been present in education. However, newer technological solutions became truly widespread in the educational field during the pandemic (COVID-19) period. Distance learning had to be organised, and students were required to complete online tests. Gamified solutions, often based on artificial intelligence, quickly became part of this digital transformation and continued to develop after the pandemic as well (Hockly, 2023). This technology can be useful in many areas of education, both for teachers and learners. Digital tools are available at any time; therefore, one of the major advantages of their integration into education is flexibility, as well as the availability of educational materials from anywhere (Dietz, 2020).
The aim of my research is to explore how practising language teachers and learners interpret the emergence of digitalisation, and through it artificial intelligence, including in gamified forms, in language education. The study also examines how this affects teachers’ teaching practices, pedagogical identity and relationships with learners, as well as learners’ technological acceptance of these tools. The research applied a qualitative methodology, specifically semi-structured in-depth interviews, involving a total of 6 practising language teachers working in different educational environments and 10 learners. In addition, interviews were conducted with two artificial intelligence platforms, ChatGPT and Microsoft Copilot, to which questions related to the topic were addressed.
The results show that AI-based applications can effectively support the development of personalised learning pathways and may function appropriately as complementary services. At the same time, due to the lack of empathy and the importance of personal interaction, AI-based tools would not be able to fully replace teachers. However, the responses of AI systems are not entirely consistent on this issue. Copilot, for example, argues that through more advanced data analysis capacities, communication patterns perceived as empathetic can also be recognised, interpreted as data and, to a certain extent, integrated into the support of the learning process.

artificial intelligence gamification language learning digital service experience

Language

hungarian

Details of publishing collection

Szalkai Zsuzsanna – Bíró-Szigeti Szilvia – Iványi Tamás – Kelemen-Erdős Anikó (eds.) (2025): Tudományágak kaleidoszkópja – a marketing, mint transzdiszciplináris terület. Budapesti Műszaki és Gazdaságtudományi Egyetem, Gazdaság- és Társadalomtudományi Kar: Budapest. ISBN: 978-615-112-035-4 DOI:10.62561/EMOK-2025

Download in PDF format