Effects of integrating image-GenAI with game-based learning and argumentation- based instruction on students' learning effectiveness, computational thinking, skills, and metacognitive awareness

Abstract

This study investigates a novel approach integrating image-based generative AI (GenAI), game-based learning (GBL), and argumentation-based instruction to enhance junior high school students’ AI learning. Twenty-six students completed a two-day AI program combining lectures, hands-on activities, and a computational thinking (CT) board game with structured argumentation support. Results revealed significant gains in learning effectiveness, CT skills, and GenAI-related metacognition, demonstrating the approach’s potential to foster higher-order thinking and computational competencies in AI education. As an exploratory study, the findings provide initial evidence and lay the groundwork for future large-scale investigations.