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Purpose: Digital storyline-based approaches have been used to enhance the teaching and learning of English as a foreign language (EFL) writing. However, the static, pre-scripted non-player characters (NPCs) in these storylines limit interactivity, immersion, and personalization. This study introduces a novel method that leverages generative artificial intelligence (AI) to enable dynamic, free-flowing interactions between students and NPCs, addressing these limitations and enriching the learning experiences. Methodology: The proposed innovation was developed through three key stages: (1) storyline design, (2) AI-powered NPC development, and (3) implementation in authentic learning settings. This innovation was piloted in an EFL writing workshop, where participants engaged with AI-powered NPCs. Data were collected through multiple sources, including questionnaires, chat histories, essays, and interviews, to comprehensively evaluate participants’ perceptions and learning experiences. Findings: The findings demonstrate that integrating generative AI-powered NPCs into digital storyline-based writing activities significantly enhances students’ situational interest and intrinsic motivation without increasing cognitive load. This dynamic approach fosters engaging and productive interactions, which are essential for improving writing performance. Insights from students’ essays and interviews corroborated the results obtained from questionnaire and chat history analyses, underscoring the effectiveness of the method. Originality: This study, to our knowledge, is the first to implement AI-powered NPCs within a game-based learning environment for EFL writing instruction, effectively overcoming the limitations of static, pre-scripted NPCs. It offers both practical and theoretical contributions, providing educators and researchers with valuable insights into the integration of generative AI and educational games for enhancing language education.
Xiao et al. (Tue,) studied this question.