AN INTEGRATED AIGAR MODEL USING DESIGN-BASED RESEARCH COMBINING ARTIFICIAL INTELLIGENCE, GAMIFICATION, RELIGIOSITY, AND CRITICAL LITERACY
DOI:
https://doi.org/10.22437/jiituj.v10i2.53922Keywords:
Artificial Intelligence, Critical Literacy, Design-Based Research, Gamification, ReligiosityAbstract
The integration of digital technology in Islamic higher education remains fragmented and often overlooks the role of religiosity in shaping students’ critical literacy. Existing studies tend to examine artificial intelligence, gamification, and religiosity separately without providing an integrated pedagogical framework. This study aims to develop and validate the AIGaR model by integrating artificial intelligence, gamification, and religiosity to enhance students’ critical literacy. This study employed a design-based research approach involving iterative phases of design, implementation, and evaluation. The participants were students in Islamic higher education institutions. Data were collected using validated instruments measuring critical literacy, learning engagement, and religiosity. The data were analyzed using structural equation modeling to examine relationships among variables and evaluate the effectiveness of the model. The results indicate that the AIGaR model significantly improves students’ critical literacy, particularly in analytical and evaluative skills. Gamification enhances student engagement, while religiosity strengthens reflective and ethical dimensions. The model demonstrates strong validity and reliability across implementation cycles. This study offers a novel integrative AIGaR model that systematically combines artificial intelligence, gamification, and religiosity within a unified learning framework. The findings provide practical implications for educators and curriculum designers to develop technology-enhanced learning that is pedagogically effective, ethically grounded, and contextually relevant in Islamic higher education. However, this study is limited to a specific context and sample size. Future research should examine the model across broader settings and populations.
Downloads
References
Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research. Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813
Bai, H., & Ertmer, P. (2019). Teacher beliefs and technology integration. Educational Technology Research and Development.
Berkowitz, M. W., & Bier, M. C. (2018). Research-based character education. Annals of the American Academy of Political and Social Science, 591(1), 72–85.
Bond, M., et al. (2020). Digital learning engagement. Educational Technology Research and Development.
Bozkurt, A., et al. (2020). Distance education trends. Asian Journal of Distance Education.
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges. Journal of the Learning Sciences, 2(2), 141–178.
Chen, X., Xie, H., & Hwang, G. J. (2020). A review of artificial intelligence in education. Educational Technology & Society, 23(3), 1–15.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the MindTrek Conference.
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known and what remains uncertain. International Journal of Educational Technology in Higher Education, 14(1), 9.
Gómez Niño, A., et al. (2024). Gamification in higher education: A systematic review. Computers & Education, 198, 104756.
Gu, X., & Ericson, B. (2025). AI literacy in higher education: Ethical perspectives. Journal of Educational Technology Development, 18(1), 22–39.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage.
Hamari, J., Koivisto, J., & Sarsa, H. (2016). Does gamification work? HICSS Proceedings, 3025–3034.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification. Computers in Human Behavior, 51, 399–404.
Hefner, R. W. (2021). Sharia and social engineering. Oxford University Press.
Henseler, J., Hubona, G., & Ray, P. A. (2016). Using PLS path modeling. Industrial Management & Data Systems, 116(1), 2–20.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education. Center for Curriculum Redesign.
Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial intelligence in education: Promises and implications. Center for Curriculum Redesign.
Huang, R., Spector, J. M., & Yang, J. (2020). Educational technology: A primer. Springer.
Huda, M., et al. (2020). Integrating religiosity in Islamic education. International Journal of Instruction, 13(2), 567–580.
Janks, H. (2018). Literacy and power. Routledge.
Jeynes, W. H. (2019). Religious commitment and academic outcomes. Education and Urban Society, 51(9), 1235–1262.
Kapp, K. M. (2019). The gamification of learning and instruction fieldbook. Wiley.
Khalil, M., & Ebner, M. (2017). Learning analytics in higher education. Computers in Human Behavior.
Kirschner, P. A., & De Bruyckere, P. (2017). Learning myths. Educational Psychologist.
Long, D., & Magerko, B. (2020). What is AI literacy? CHI Conference Proceedings, 1–16.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. (2016). Intelligence unleashed. Pearson.
Lovat, T. (2017). Values education and moral development. International Journal of Educational Research, 82, 1–9.
Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.
McKenney, S., & Reeves, T. C. (2019). Conducting educational design research. Routledge.
Means, B., et al. (2014). Online learning effectiveness. Teachers College Record.
Miller, J. P. (2019). The holistic curriculum (3rd ed.). University of Toronto Press.
Moreno, R., & Mayer, R. (2007). Interactive learning theory. Educational Psychology Review.
Nucci, L., Narváez, D., & Krettenauer, T. (2017). Handbook of moral education (2nd ed.). Routledge.
OECD. (2018). The future of education and skills: Education 2030. OECD Publishing.
Panadero, E. (2017). Self-regulated learning review. Frontiers in Psychology, 8, 422.
Reeves, T. C. (2006). Design research from a technology perspective. Educational Technology, 46(1), 52–66.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory. Guilford Press.
Sailer, M., Hense, J., Mayr, S., & Mandl, H. (2017). How gamification motivates. Computers in Human Behavior, 69, 371–380.
Sailer, M., & Homner, L. (2020). Gamification meta-analysis. Educational Psychology Review, 32(1), 77–112.
Sarstedt, M., Ringle, C. M., & Hair, J. F. (2022). Partial least squares structural equation modeling. Handbook of Market Research, 1–47.
Schunk, D. H. (2012). Learning theories. Pearson.
Shmueli, G., et al. (2019). Predictive model assessment. European Journal of Marketing, 53(11), 2322–2347.
Su, C. H., & Cheng, C. H. (2023). AI-enhanced gamification. Computers & Education: Artificial Intelligence, 4, 100112.
Sweller, J., Ayres, P., & Kalyuga, S. (2019). Cognitive load theory. Springer.
Taylor, E. W., & Cranton, P. (2016). Transformative learning. Jossey-Bass.
UNESCO. (2021). Reimagining our futures together. UNESCO.
Wang, F., & Hannafin, M. J. (2005). Design-based research. Educational Technology Research and Development, 53(4), 5–23.
Yilmaz, R. (2024). AI-driven learning and critical thinking. Education and Information Technologies.
Zawacki-Richter, O., et al. (2019). AI in higher education. International Journal of Educational Technology in Higher Education, 16, 39.
Zhai, X., et al. (2021). AI in education review. Complexity, 1–18.
Zimmerman, B. J. (2002). Self-regulated learning. Theory Into Practice.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Hadi Widodo, Samsul Bahri, Tumiyem Tumiyem
This work is licensed under a Creative Commons Attribution 4.0 International License.
