Exploring Secondary School Teachers' Perceptions of AI-Enhanced Gamified Learning's Impact on Student Engagement in Kwara State

Recently, artificial intelligence (AI)-enhanced gamified learning has become a revolutionary teaching method with benefits such as improved assessment accuracy, personalized feedback, and adaptive teaching strategies. Our research explored secondary school educators’ perspectives on AI-enhanced gamified learning in Kwara State, Nigeria. Specifically, it explored teachers’ views on its advantages, alignment with existing practices, ease of use, resource availability, and impact on classroom interaction. The study adopted a cross-sectional descriptive survey method, targeting 365 secondary school teachers determined using Cohen et al.’s (2018) sample size formula. Data were gathered through a 25-item researcher-designed questionnaire validated by experts in educational technology. The internal consistency test yielded a Cronbach’s Alpha value of 0.85 at a 0.05 significance level. Data analysis utilized descriptive statistical methods, such as mean scores and standard deviations with IBM SPSS version 26.0. The findings will provide new perspectives into teachers’ readiness as well as openness toward adopting AI-driven gamification, while also identifying infrastructural and pedagogical challenges that may affect its implementation. This research adds to the debate on innovative technology-enhanced learning and pedagogical practices in Nigerian secondary schools.