From Barriers to Bridges: AI-Powered Mini-Games for Accessible Game-Based Learning

Abstract

Game-based learning (GBL) has gained considerable attention within active learning communities, yet its practical implementation remains limited in mainstream educational settings. Key barriers include the complexity of integrating games, licensing costs (often associated with serious games), and the time required for preparation. This study investigates an accessible alternative: subject-independent mini-games that require minimal setup and align with a range of learning objectives. These are supported by AI-powered bots that generate the necessary materials. Using a qualitative design, the study involved semi-structured interviews with educators from diverse fields. Participants evaluated mini-games and reflected on barriers to GBL adoption and whether these can be addressed through the integration of mini-games. Games were also compared in terms of usability, academic rigor, adaptability, and potential to boost participation. Educators further assessed AI tools (Custom GPTs) to adapt mini-games to their classrooms. These tools allowed user-friendly customization without programming or prompting skills. Findings indicate that cost, preparation effort, and lack of awareness are major barriers. Mini-games, especially when paired with AI, offer a bridge to implementing GBL. Implications and future research directions are discussed.