AI-SUPPORTED GAMIFICATION IN ENGLISH GRAMMAR LEARNING: ITS EFFECTS ON DEEP AND SURFACE LEARNING APPROACHES AMONG UZBEK UNIVERSITY STUDENTS

Abstract

The integration of artificial intelligence (AI) and gamification into English language education has significantly transformed contemporary teaching methodologies. In higher education, AI-supported gamified learning environments are increasingly utilized to improve learner motivation, engagement, and academic performance in grammar instruction. This article examines the effects of AI-supported gamification on deep and surface learning approaches among Uzbek university students studying English as a Foreign Language (EFL). The study is based on existing empirical research, theoretical frameworks, and current scholarly discussions concerning gamification, AI-assisted language learning, and cognitive learning approaches. Research findings demonstrate that AI-supported gamification contributes positively to deep learning by encouraging critical thinking, active participation, self-regulation, and long-term grammar retention. At the same time, some studies indicate that poorly designed gamification systems may reinforce surface learning behaviors focused mainly on rewards, competition, and memorization. In Uzbekistan, the growing implementation of digital education technologies and AI-based language platforms has created new opportunities for grammar learning in universities. However, infrastructural limitations, digital inequality, and insufficient teacher preparation remain major challenges. The article concludes that AI-supported gamification can significantly enhance grammar acquisition among Uzbek university students when pedagogical objectives prioritize meaningful learning rather than purely external motivation.