Investigating the Impact of Artificial Intelligence-Powered Gamification on Saudi EFL Learners’ Cognitive Load, Motivation, and Long-Term Retention: An Experimental Mixed-Methods Study

Despite growing interest in Artificial Intelligence (AI)-driven educational technologies, limited research has explored how AI-powered gamification influences both the cognitive and affective dimensions of language learning, particularly in EFL contexts. Grounded in Cognitive Load Theory (CLT) and Self-Determination Theory (SDT), this study inspected the impacts of AI-powered gamification on English as a Foreign Language (EFL) learners’ cognitive load (CL), motivation, and long-term retention of vocabulary and grammar. By using an experimental mixed-methods design, 85 Saudi EFL learners were randomly assigned to either an experimental group (EG) that engaged with an AI-powered gamified platform or a control group (CG) applying a non-gamified, content-equivalent digital platform. Over a six-week period, both groups received identical instructional content delivered in differing formats. Quantitative data were gathered through a motivation questionnaire, a modified CL scale, and a delayed posttest on vocabulary and grammar retention. Qualitative data were collected from semi-structured interviews. The gained findings demonstrated that the EG significantly outperformed the CG in posttest measures of motivation and long-term retention, while reporting significantly lower levels of CL. Thematic analysis of interview data highlighted key advantages of gamification, including enhanced engagement, reduced mental effort, and improved confidence. Students stressed the motivational impact of game elements, the value of personalized AI feedback, and the perceived effectiveness of the gamified platform in developing language retention. These outcomes offer that AI-powered gamification can serve as a useful instructional instrument for enhancing learning outcomes in EFL contexts by fostering motivation, reducing cognitive strain, and improving the durability of language knowledge. Practically, the findings inform EFL pedagogy in Saudi Arabia by suggesting ways to integrate adaptive technologies into centralized curricula, guide instructional designers in creating engaging digital tools, and support policymakers in promoting EdTech adoption to address motivation and retention challenges.