Abstract

This study presents an AI-driven, gamified learning platform designed to support indigenous language revitalization in higher education. Recognizing barriers such as unstable policies, low learner motivation, and limited authentic contexts, the system embeds culturally responsive content—community narratives and dialogues—into mission-based quests and avatar interactions. Grounded in self-determination theory, the platform promotes autonomy, competence, and relatedness through adaptive task difficulty, real-time feedback, and co-designed content with indigenous elders. In collaboration with the NCCU Center for Aboriginal Studies, a quasi-experimental study will compare undergraduate learners using the AI platform with those in traditional instruction across 8–12 weeks. Assessments will measure language proficiency, motivation, and engagement using mixed methods. We hypothesize that the AI group will achieve higher gains in motivation and proficiency. Findings aim to inform digital learning theory and offer practical guidance for integrating culturally grounded AI tools in indigenous language education.

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tpp1277

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