TECHNOLOGY-ENHANCED ACTIVE LEARNING IN CONTEMPORARY EDUCATION: A REVIEW OF GAMIFICATION, EDUCATIONAL ESCAPE ROOMS, STE(A)M AND ARTIFICIAL INTELLIGENCE

Abstract

The rapid development of digital technologies is transforming contemporary educational environments and creating new opportunities for active, engaging and interdisciplinary learning. However, the presence of technology alone does not guarantee improved educational outcomes, as its effectiveness largely depends on the pedagogical approaches through which it is integrated into the learning process. The purpose of this review is to examine the development and intersection of four increasingly important approaches to technology-enhanced education: gamification, educational escape rooms, STE(A)M-based learning and artificial intelligence. A structured literature review was conducted by analysing relevant scientific publications addressing technology-supported active learning, with particular attention to studies published in recent years. The reviewed literature was thematically analysed according to pedagogical application, learner engagement, motivation, collaboration, creativity, problem-solving and learning outcomes. The results indicate that gamification and educational escape rooms can support active participation, motivation and collaborative problem-solving, while STE(A)M approaches contribute to interdisciplinary learning, creativity and the integration of knowledge from different fields. Artificial intelligence introduces additional opportunities for personalisation, adaptive learning and interactive educational experiences, but also raises important questions concerning ethics, digital competence, academic integrity and responsible use. The synthesis further indicates a gradual shift from the simple introduction of digital tools towards the intentional integration of technology, pedagogical design and learner-centred activities. Several research gaps were identified, including the limited availability of longitudinal studies, differences in assessment approaches, insufficient evidence concerning long-term learning outcomes, and the need for research combining gamification, STE(A)M and artificial intelligence within integrated learning models. Based on the findings, an integrated conceptual framework for technology-enhanced active learning is proposed, linking technological affordances with pedagogical design, learner engagement, learning processes and educational outcomes. The review recommends further empirical and longitudinal research, particularly on integrated technology-supported learning environments, as well as the development of pedagogically grounded and ethically responsible approaches to the use of artificial intelligence in education. The proposed framework may support researchers and educators in designing and evaluating innovative, interdisciplinary and learner-centred educational practices.