Education isn't fun anymore, is this why students use AI?

Abstract

In contemporary academic environments, students are increasingly employing artificial intelligence (AI) for purposes that extend beyond traditional support functions such as shaping ideas and correcting grammar or spelling. While much of the existing discourse focuses on concerns around increased efficiency, reduced student engagement, and the erosion of authentic learning, this research reframes the issue from a broader perspective: the enjoyment of the educational experience. Rather than positioning AI solely as a threat to engagement, this study explores what students themselves find meaningful and engaging in their learning. Insights are drawn from end-of-year student feedback alongside discussions with academics participating in the “Universities Pull the Plug” Signal group. These data suggest that students respond positively to learning environments that are interactive, socially engaging, and intrinsically motivating. Within this context, the research investigates the role of game-based learning as a mechanism for enhancing engagement and enjoyment. Specifically, it examines the application of the PlanIT Sustainable Development Game as a pedagogical tool that integrates entertainment with the practical application of knowledge and skills acquired during teaching. Student feedback following gameplay is used to evaluate how such approaches influence engagement, understanding, and perceived relevance of course content. The overarching aim of this study is to develop a narrative and strategic framework for student engagement that emphasises enjoyment, active participation, and personal development. By fostering environments where students experience intrinsic motivation and recognise the value of their own skills development, the research seeks to encourage deeper engagement with learning processes—independent of reliance on AI tools.