Exploring learner–parent–AI interaction patterns in an AI-supported EFL learning game during informal learning: insights from sequence and epistemic network analyses

The rapid advancement of digital technologies (e.g., generative artificial intelligence [AI] and digital games) has enhanced informal learning of English as a foreign language (EFL). However, few studies have explored AI-mediated informal learning in primary EFL education settings. The objectives of this study are to explore learner–parent–AI interactions in an AI-supported EFL learning game and to make recommendations regarding AI-mediated informal learning of English. We developed an AI-supported EFL learning game and invited 50 participants (25 pairs of young learners and parents) to engage with the game for informal learning during the summer holiday. Data were collected from (1) video recordings of gameplay, (2) learner–AI dialogues, (3) learners’ pre- and post-tests, and (4) semi-structured interviews with the participants and were analysed using sequence analysis, epistemic network analysis (ENA), the Wilcoxon signed-rank test, Quade’s non-parametric ANCOVA, multiple regression analysis, and qualitative analysis, respectively. Two distinct learner–parent–AI interaction profiles were identified. The Wilcoxon signed-rank test indicated significant increases in scores from pre-test to post-test within both profiles. However, learners’ post-test scores did not differ significantly across the learner profiles after controlling for their pre-test scores. The regression analysis results indicated that learners’ pre-test scores, their engagement in knowledge-learning tasks, and parental cognitive engagement strategies were positively associated with learners’ post-test scores. By contrast, learner–AI interaction types showed no significant association with learners’ post-test scores. Hence, this study informs the future development of AI-supported EFL learning games (e.g., incorporating knowledge-learning tasks and adaptive scaffolding). This study also highlights the potential role of parental cognitive engagement strategies and contributes to an enhanced design framework for AI-supported EFL learning games in informal learning contexts.