## 6 Discussion  
This study integrates an AI chatbot into a digital game environment, developing a game-based AI chatbot to address issues of low learning motivation and difficulty in stimulating higher-order thinking in information technology courses. The game-based AI chatbot provides personalized learning services and immediate feedback, combined with gamification elements, enhancing students' enthusiasm for learning IT, improving their \begin{table}
\begin{tabular}{c c c c c c c c c c c} \hline \hline  & **K** & **V** & **Q** & **H** & **AF** & **AS** & **S** & **W** & **C** & **L** & **I** \\ \hline K & \(-0.499\) & \(-1.316\) & \(-0.932\) & \(4.465\)* & \(-1.39\) & \(-0.803\) & \(-1.226\) & \(-0.548\) & \(-1.064\) & \(3.605\)* & \(-0.837\) \\ V & \(-1.316\) & \(-3.471\) & \(4.759\)* & \(-3.269\) & \(-3.669\) & \(-2.119\) & \(1.324\) & \(-1.445\) & \(-2.807\) & \(10.802\)* & \(2.883\)* \\ Q & \(-0.977\) & \(-2.579\) & \(-1.827\) & \(6.888\)* & \(-2.725\) & \(-1.574\) & \(-2.403\) & \(-1.073\) & \(-2.086\) & \(-1.916\) & \(11.178\)* \\ H & \(-1.303\) & \(9.643\)* & \(-2.436\) & \(-3.238\) & \(0.181\) & \(7.939\)* & \(-3.204\) & \(-1.431\) & \(-2.78\) & \(-2.554\) & \(-2.187\) \\ AF & \(-1.403\) & \(1.947\) & \(-2.622\) & \(-3.485\) & \(14.566\)* & \(-1.138\) & \(-3.449\) & \(-1.54\) & \(-2.993\) & \(-2.75\) & \(-2.354\) \\ AS & \(-0.803\) & \(5.504\)* & \(-1.501\) & \(-1.996\) & \(1.146\) & \(3.947\)* & \(-1.975\) & \(-0.882\) & \(-1.714\) & \(-1.574\) & \(-1.348\) \\ S & \(-1.226\) & \(-3.235\) & \(-2.292\) & \(-3.046\) & \(-3.419\) & \(-1.975\) & \(-3.014\) & \(9.174\)* & \(17.829\)* & \(-2.403\) & \(-2.057\) \\ W & \(-0.524\) & \(-1.381\) & \(2.435\)* & \(-0.394\) & \(-1.46\) & \(-0.843\) & \(5.115\)* & \(-0.575\) & \(-1.117\) & \(-1.026\) & \(-0.879\) \\ C & \(-0.947\) & \(-2.5\) & \(0.227\) & \(-1.292\) & \(-2.642\) & \(-1.526\) & \(13.198\)* & \(-1.04\) & \(-2.022\) & \(-1.857\) & \(-1.59\) \\ L & \(-0.977\) & \(-2.579\) & \(6.611\)* & \(5.853\)* & \(-2.725\) & \(-1.574\) & \(1.249\) & \(-1.073\) & \(-2.086\) & \(-1.916\) & \(-1.64\) \\ I & \(12.241\)* & \(-2.208\) & \(-1.564\) & \(5.011\)* & \(-2.333\) & \(-1.348\) & \(-2.057\) & \(-0.919\) & \(-1.786\) & \(1.92\) & \(-1.404\) \\ \hline \hline \end{tabular}
\end{table} 
Table 7: Adjusted residuals table (z-score) for the high achievers in the experimental group. \begin{table}
\begin{tabular}{c c c c c c c c c c} \hline \hline  & **K** & **V** & **Q** & **H** & **AF** & **AS** & **S** & **W** & **C** & **L** & **I** \\ \hline K & \(-1.235\) & \(-1.83\) & \(-1.351\) & \(7.598\)* & \(-2.011\) & \(-0.63\) & \(-1.989\) & \(-1.406\) & \(-1.322\) & \(4.456\)* & \(-1.322\) \\ V & \(-1.83\) & \(-2.711\) & \(1.693\) & \(-2  
understanding of IT knowledge, and fostering higher-order thinking skills. Compared to traditional AI chatbots, the game-based AI chatbot shows superior results. Firstly, the results indicate that the game-based AI chatbot significantly improves learners' academic performance compared to traditional AI chatbots. This finding aligns with the results of [PERSON] et al. [63] and [PERSON] et al. [39]. The game-based learning environment is more engaging than traditional learning environments [34], enhancing learners' attention and motivating continuous learning [64]. The game-based learning environment can unfold teaching content through game storylines to guide learners towards learning objectives [65]. Traditional chatbots lack storylines, whereas the game-based AI chatbot naturally presents teaching content within story contexts. Additionally, gamification elements such as leaderboards, points, and badges have been shown to improve students' academic performance and learning motivation [66]. The game-based AI chatbot developed in this study includes point systems and AI affinity levels to encourage diligent learning.