The Digital Catalyst: Exploring How AI, Gamified Learning, and Social Platforms Fuel Gen Z's Academic Motivation

Abstract— The purpose of this study is to examine how learning motivation in Generation Z is affected by gamification, digital social interaction, and artificial intelligence (AI)-based educational technology. Additionally, it seeks to determine whether the three factors taken together have a greater effect than each one used alone. The growing use of digital technology in education and Gen Z's propensity for technological adaptation, such as their preference for social and interactive learning environments, are the driving forces behind this study. The Structural Equation Modeling Partial Least Squares (SEM-PLS) method is used in this study's quantitative methodology. 370 active students from different Indonesian universities who had participated in a digital technology-based learning process made up the research sample. A 5-point Likert scale was used in an online survey to collect data. The findings indicate that learning motivation is positively and significantly impacted by the three independent variables, namely AI, gamification, and digital social interaction. The coefficient values for AI, gamification, and social interaction are β = 0.425, β = 0.346, and β = 0.236, respectively, and are all significant at p < 0.001. The model can account for 81.6% of the variance in learning motivation, according to the R2 value of 0.816. It has been shown that the combination of these three elements has a greater effect than their individual application. In order to optimize the motivational potential of educational technology for Generation Z, this study recommends the creation of an integrative and adaptive digital learning system. Key words: Digital social interaction, gamification, and artificial intelligence