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Abstract
Gamification and artificial intelligence (AI) have become a disruptive solution in education to boost the student motivation and achievement, especially in resource-deprived areas such as Ebonyi State in Nigeria. This paper examines how the combination of gamified figures, including points, badges, and leaderboard, used with AI-programmed customized learning pathways can transform the nature of education in secondary school students. The study which will utilize both a quantitative and a qualitative approach to examine the interaction on motivation, engagement and performance in computer education subjects is based on a mixed-method design relying on a primary data sample of 300 students in secondary schools in Ebonyi State including public and private. The results indicate that learners who were subjected to gamified AI systems were found to be more motivated by 25 percent and academically developed by 18 percent, as opposed to the conventional practices. The effects of demographic analysis show that female students in the rural region had more advantages and the level of motivation increased by 32 percent. The disadvantages identified in the study include the insufficient internet response and educator training, and as advice, guidelines on the interventions of policy-wide use are suggested. It has theoretical foundation, namely, Self-Determination Theory which underlines autonomy, competence and relatedness in the learning process. The article adds to the discussion of technology-enhanced learning in developing environments and underlines how gamification and AI may address educational disparities and promote equal academic achievement.