The effects of gamified AI-supported digital learning environments on personalized learning and student engagement in school education: a systematic review and meta-analysis

Background Gamified, AI-enabled digital learning environments (GAI-DLEs), integrating adaptive or generative AI with game-based design, are increasingly used in school science education to support personalized learning. However, consolidated evidence on their effectiveness, implementation models, and regional distribution remains limited, particularly in Central Asia. Methods Following PRISMA 2020 guidelines, a systematic search of Scopus and complementary databases identified peer-reviewed empirical studies published between 2015 and 2025. A total of 1,284 records were identified. After deduplication, 962 unique records were screened at the title and abstract level, and 150 full-text articles were assessed for eligibility. Ultimately, 81 studies met the inclusion criteria and were included in the final synthesis. The included evidence was examined through trend analysis, thematic synthesis, and geographic mapping. The meta-analysis included experimental and quasi-experimental studies from formal school settings. Standardized mean differences were estimated using random-effects models, with subgroup analyses by education level, AI technology type, publication period, study quality, and region. Results GAI-DLEs demonstrated a significant positive effect on science learning outcomes compared with non-AI instructional conditions (SMD = 1.01; 95% CI: 0.69–1.33; p 0.001). Effects were stronger in secondary education (SMD = 1.12; 95% CI: 0.69–1.55) than in primary education (SMD = 0.80; 95% CI: 0.35–1.25). Studies employing adaptive or generative AI systems tended to report larger effect sizes. Evidence regarding student engagement was generally positive but showed substantial contextual heterogeneity. Conclusion GAI-DLEs show consistent potential to improve science learning in school contexts. However, the global evidence base remains geographically imbalanced, with Central Asia substantially underrepresented. Future research should adopt theory-driven and longitudinal designs to examine how specific combinations of AI functionalities, gamification mechanics, and classroom integration strategies produce scalable educational outcomes.