Pedagogy and Professional Development

Gamification of Course Syllabi with AI: A Self-Determination Theory Approach to Enhancing Student Engagement and Learning

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Abstract

The course syllabus is often the first learning artifact students encounter, yet it is commonly experienced as a static, rule-driven document rather than an invitation to engage. This conceptual paper explores how gamification, supported by artificial intelligence, can reimagine the syllabus as an interactive learning tool. Grounded in Self-Determination Theory (SDT), the framework illustrates how AI-enabled design elements can support autonomy, competence, and relatedness through structured choice, progress visibility, and facilitated peer interaction, all of which are embedded within the syllabus. By repositioning the syllabus as an early-course experience, this approach highlights its potential to shape motivation, engagement, and learning readiness from the outset. The paper extends gamification scholarship into an under-examined pedagogical space and offers a theory-driven model for AI-supported instructional innovation in fashion and retail education.

Keywords: Gamified Syllabus Design, Artificial Intelligence in Higher Education, Self-Determination Theory, Student Engagement, Instructional Innovation

How to Cite:

Sarkar, J., Medina, C. & Fiore, A. M., (2025) “Gamification of Course Syllabi with AI: A Self-Determination Theory Approach to Enhancing Student Engagement and Learning”, International Textile and Apparel Association Annual Conference Proceedings 82(1). doi: https://doi.org/10.31274/itaa.21967