Involving students in dynamic and activating pathways has long been confirmed as a key strategy for qualifying teaching and learning processes. In the field of active teaching methodologies, many studies have been developed on gamification and problem-based learning. The use of instructional tools oriented in this sense has been shown to foster good outcomes on students’ engagement and motivation, as well as on the development of key competences and conscious mastery of learning content.

In the Era of Artificial Intelligence (AI), educational practices can certainly benefit from additional resources offered by advanced technologies, moving beyond their conception as supports to simplify or digitize processes and rather considering them as skilled partners in creating immersive learning settings and experiences. By integrating the gaming and problem-based dimensions, the use of AI systems in education - e.g. for the management of role-playing or case simulation activities - can enable to challenge and foster students' engagement, critical thinking, and to promote personalized learning experiences.

The paper explores the results of a study conducted in Italy in the first months of 2024/25 school year, in a Secondary school based in Rome. The study was developed collaborating with two teachers, involving a total of four classes of different years.

The main objectives were: to design prototypes of engaging didactic activities - consistent with the gaming and problem-based dimensions - incorporating the use of generative AI systems; to assess the sustainability and feasibility of systematically integrating such activities into teaching; to deepen teachers’ and students’ perspectives on what was planned and managed.

A semi-structured logbook and questionnaires were used to monitor and assess the ongoing processes.

The study’s findings confirm the relevance of the topic within the current educational landscape, but is important to better reflect on several critical issues that emerged. The teachers involved showed interest in the co-designed teaching activities and satisfaction emerged with the way they were managed and the outcomes they generated. However, doubts remain regarding the possibility of systematically implement such activities within ordinary teaching and without the support of external supervisors. Overall, students replied to the tasks with a good level of interest and awareness, though some instances of inattentiveness and underestimation of the assignments emerged. Indeed, someone considered IA-supported activities as deregulated games rather than learning opportunities linked to teaching objectives. The effective integration of AI systems in teaching and learning processes is undoubtedly influenced by the mastered AI-literacy level of both teachers and students.

Keywords: Active Teaching Methodologies, Artificial Intelligence, Game-Based Learning, Instructional design, Problem-Based Learning.