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All Journal LITE: Jurnal Bahasa, Sastra, dan Budaya Journal on English as a Foreign Language (JEFL) Al Ishlah Jurnal Pendidikan Jurnal Maksipreneur: Manajemen, Koperasi, dan Entrepreneurship NUSANTARA: Jurnal Pengabdian Kepada Masyarakat Sewagati: Jurnal Pengabdian Masyarakat Indonesia Nawasena: Jurnal Ilmiah Pariwisata Journal of Education, Language Innovation, and Applied Linguistics Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Ardhi: Jurnal Pengabdian dalam Negri International Conference on Digital Advanced Tourism, Management, and Technology
Shella Gherina Saptiany
STIEPARI Semarang
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Artificial Intelligence-Moderated Gamification Apps: Elevating Gen Z’s English Vocabulary Mastery Shella Gherina Saptiany; Syamsul Hadi; Benedectta Arsenia Nanda Hardian; Muhammad Madchan Nashir
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5957

Abstract

Generation Z students are increasingly adopting gamification in language learning, often enhanced by Artificial Intelligence (AI). Gamified language learning applications are touted for their ability to improve vocabulary acquisition effectively. This study aimed to evaluate the efficacy of AI-assisted gamification in vocabulary learning among Generation Z students in Semarang, Indonesia. A descriptive cross-sectional survey design was employed, involving 400 participants. Data were collected via questionnaires and analyzed using Structural Equation Modeling (SEM) to identify the effectiveness of gamified applications and their components in vocabulary acquisition. The findings revealed that gamified vocabulary instruction using AI-assisted applications is highly effective. Specifically, AI applications demonstrated rapid impacts on learning outcomes, while gamified computer software required less sustained effort. However, the synergistic use of both technologies showed no significant additional improvement in learning outcomes. Key gamification elements such as avatars, badges, points, leaderboards, feedback, and storytelling were analyzed. Among these, game components, including avatars and badges, had the strongest influence on vocabulary acquisition. The study underscores the effectiveness of gamified applications in vocabulary learning among Generation Z, with a particular emphasis on the contribution of AI. While both AI and gamification independently enhance learning, their combined use does not yield a noticeable synergistic effect. The prominent role of game components suggests their prioritization in designing gamified educational tools. AI-assisted gamified language learning applications are effective for vocabulary acquisition, with game components playing a pivotal role. Future research should explore the long-term implications of integrating AI and gamification for sustained learning outcomes.
Persepsi dan Strategi Mahasiswa Perhotelan dalam Memanfaatkan ChatGPT dan Gemini sebagai Media Latihan Speaking Bahasa Inggris Bayu Ade Prabowo; Shella Gherina Saptiany; Nisrina Salma Aprilla
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 2 (2026): May: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i2.2883

Abstract

This qualitative case study examines how hospitality students perceive, experience, and strategically use artificial intelligence (AI) chatbots, specifically ChatGPT and Gemini, to practice English speaking. Prior research indicates that Indonesian hospitality students hold high awareness of English importance yet only moderate self-readiness, particularly in complaint handling and accent comprehension, revealing a gap that calls for deeper understanding from students' own perspectives. Grounded in Task-Based Language Teaching and Social Cognitive Theory, particularly self-efficacy, this study used semi-structured interviews with eight informants, four Diploma (D3) Hospitality and four Undergraduate (S1) Management students, analyzed through Braun and Clarke's thematic analysis and triangulated with document analysis of student-AI interaction transcripts. Findings reveal five interrelated themes: AI chatbots function as a low-risk practice space that lowers social speaking anxiety; readiness gains remain situational rather than generalized; a persistent gap exists between AI-simulated interaction and authentic guest-service encounters; social anxiety is partly replaced by a new epistemic anxiety concerning AI accuracy and overdependence; and students consistently position AI as a complement to, rather than a substitute for, instructor- and peer-based learning. This study contributes context-specific evidence on AI-assisted speaking practice in vocational hospitality education and offers practical implications for integrating chatbot practice into a structured, human-validated English curriculum.
Co-Authors APRI KUNTARININGSIH Azizah Naharia Bayu Ade Prabowo Benedectta Arsenia Nanda Hardian Desi Surlitasari Dewi Dyan Triana Putra Fera Sulastri, Fera Isnu Hadi Sunarko Julian Andriani Putri Keylla Nursita Dwi Ayunda Muhammad Madchan Nashir Nina Mistriani Nisrina Salma Aprilla Oktavianto, Ibnu Farhan Prabowo, Bayu Ade Putri, Julian Andriani Ray Octafian Sandy Satrio Bagaskara Susilaningtyas, Gesit Syamsul Hadi Syamsul Hadi Tiara Nove Ria Tiara Sanika Langsa Putriningsih Wan Norshariza Binti Kamarulzaman