AI-Driven Gamification in Childhood Education: Effects on Literacy, Numeracy, and Pupils' Assessment

This study investigated the impact of AI-driven gamification on literacy and numeracy outcomes among early primary school pupils in Epe Local Government Area, Lagos State, Nigeria. A quasi-experimental, cross-sectional design, the research compared 200 pupils, 100 in an experimental group exposed to AI-enhanced gamified learning and 100 in a control group receiving traditional instruction. Stratified random sampling was used to ensure that pupils from Primary 1 to Primary 3 were adequately represented, while contextual insights were obtained from 20 teachers through structured questionnaires. The intervention spanned six weeks and featured adaptive learning paths, immediate feedback, and interactive storytelling. Data were collected through standardized pre- and post-tests, teacher observations, and AI analytics, then analyzed using ANOVA, t-tests, and regression techniques. Findings revealed a statistically significant difference in literacy and numeracy scores based on physical development (F = 5.62, p = 0.006), while the interaction of socioeconomic status and physical development showed a trend-level effect (p = 0.059). Teachers perceived both factors: physical readiness and socioeconomic background as critical in shaping gamified learning outcomes. These results support a holistic approach to early education. While AI tools enhance literacy and numeracy, their effectiveness is influenced by children's developmental stages and contextual conditions. The study recommends inclusive policies that integrate digital tools, support physical development, and address socioeconomic disparities in foundational education.