This study aimed to investigate the effectiveness of using AI-assisted game-based learning on science learning outcomes, intrinsic motivation, cognitive load, and learning behavior. A total of 202 seventh graders were recruited and randomly assigned to the following three groups: (1) Game only (N = 70), (2) GameGPT (N = 63), and (3) GameGPT_examples (N = 69). The experimental groups received game-based learning with the assistance of ChatGPT with or without examples, while the control group received only game-based learning. The results showed that students in the GameGPT_examples group significantly outperformed those in the Game only group. Students in the GameGPT and GameGPT_examples groups reported significantly higher perceived competence than those in the Game only group. Furthermore, students in the Game only group reported a greater mental burden than those in the GameGPT_examples and GameGPT groups. The findings from learning behavioral analytics and interviews suggest that AI-assisted game-based learning can enhance students’ intrinsic motivation, reduce cognitive load, and promote effective learning behavior in science learning. This study has important implications for the design and implementation of AI in game-based learning environments that aim to improve students’ learning outcomes and motivation.

本研究旨在调查使用人工智能辅助的基于游戏的学习对科学学习成果、内在动机、认知负荷和学习行为的有效性。总共招募了 202 名七年级学生，并随机分配到以下三组：(1) 仅游戏组 (N = 70)、(2) GameGPT (N = 63) 和 (3) GameGPT_examples (N = 69)。实验组在 ChatGPT 的帮助下接受基于游戏的学习，有或没有示例，而对照组仅接受基于游戏的学习。结果显示，GameGPT_examples 组的学生明显优于仅游戏组的学生。GameGPT 和 GameGPT_examples 组的学生报告的感知能力明显高于仅游戏组的学生。此外，仅游戏组的学生比 GameGPT_examples 和 GameGPT 组的学生有更大的心理负担。学习行为分析和访谈的结果表明，人工智能辅助的基于游戏的学习可以增强学生的内在动机，减轻认知负荷，促进科学学习中有效的学习行为。这项研究对于基于游戏的学习环境中人工智能的设计和实施具有重要意义，旨在提高学生的学习成果和动机。