Adaptive challenges

Many learning platforms already adjust the difficulty of questions based on a learner's previous answers. Combined with levels and progress tracking, this can keep pupils working at a suitable level of challenge. The risk is that pupils end up on separate paths with little shared discussion, so teachers still need to bring the class together around common problems. Teachers should also be able to see why the software made each choice, so they can step in when a pupil is stuck at one level.

Generative AI in game design

Generative AI tools can help teachers draft quest storylines, varied practice questions or feedback prompts quickly. Anything they produce needs checking for accuracy and suitability. UNESCO's 2023 guidance on generative AI in education and research recommends a human-centred approach, attention to data privacy and age-appropriate use, and it is a sensible starting point for school policy.

Immersive and physical experiences

Virtual and augmented reality can turn a lesson into an explorable space, such as a historical site or the inside of a cell. Headsets are costly, need supervision and are not suitable for every age group. Many schools will get more from mixed approaches: escape-room style puzzles in the classroom, QR codes on the playground, or robotics challenges where the game happens in the physical world. These approaches keep pupils talking to each other and cost far less to run.

Digital badges and recognition

Open Badges is an established standard for digital badges that carry information about what was achieved and who issued it. Schools can use them to recognise skills that grades miss, such as teamwork or a completed project, provided the criteria are clear and consistent. A badge only has value if pupils, parents and staff understand what it stands for.

A small trial helps judge any of these ideas. For example: ages 13 to 15, one 45-minute lesson, a shared device per group and printed puzzle cards. Groups solve a four-stage escape-room style review, and one stage uses an AI-generated clue that pupils must check against their notes. Afterwards, discuss any errors they found in the AI clue. Before scaling up any new approach, ask these questions.

• Is there evidence it helps learning, not only engagement?

• What pupil data is collected, and who can see it?

• Can every pupil take part, whatever their needs or access at home?

• What will staff training and upkeep require?

Key points

• New tools should support clear learning goals, not replace them.

• Check AI-generated content before pupils see it.

• Weigh cost, supervision and data protection for immersive technology.

• Pilot small, evaluate honestly, then decide whether to scale.

Photos: Lucrezia Carnelos, C.F. Photography / Unsplash