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Generative artificial intelligence as game designer and tutor in Latin American classrooms

Author

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  • Ortigoza, Analía
  • aortigoz@eue.unt.edu.ar
  • Gerez, Lucía
  • lugagerez@eue.unt.edu.ar

Abstract

Generative artificial intelligence is entering Latin American classrooms as a tutor and as an aid to game design, but the regional evidence has not been synthesized by role. This narrative review summarizes studies set in or about Latin America and published from 2013 to 2025. Fifty-six works were selected. Sixteen core works addressed tutoring, 14 addressed gamified or game-based activities with artificial intelligence, 10 addressed risks, 10 addressed adoption and teacher readiness, and six were reviews. Tutor studies reported faster task completion, feedback at scale and mixed learning gains, including two randomized trials with opposite results. Generative models appeared as game designers mainly in teacher preparation of playful activities, and none of the gamification works compared them with conventionally designed games. The reported risks were plagiarism, lower critical thinking with dependence, inaccurate output, and unequal access by region and gender. Only abstracts were read, and the coding awaits verification by the authors. Designs that separate the generative component, scaffold the tutor and train users in verification are the most direct way to test these claims.

Suggested Citation

  • Ortigoza, Analía & aortigoz@eue.unt.edu.ar & Gerez, Lucía & lugagerez@eue.unt.edu.ar, 2025. "Generative artificial intelligence as game designer and tutor in Latin American classrooms," SAP Gamification and Augmented Reality, South American Publishing.
    • Handle: RePEc:cwf:grarti:gr2025270
    DOI: 10.62486/gr2025270
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