Today, there is almost no activity that is in no way related to the use of computer technology. The application of advanced technologies such as artificial intelligence (AI) opens up new possibilities, potentials, and challenges in educational practice. With the help of artificial intelligence, which simulates human intelligence in making conclusions or predictions, computer systems can provide personalized guidance, support, or feedback to students and teachers in the educational process. The paper aims to identify the impact of artificial intelligence on the educational process, present some of the applications of AI in education, and highlight the perceived benefits of the application.

This paper presents different approaches, experiences and perspectives of using technologies in higher education institutions. Particular case studies of application of social media (especially wikis), game-based learning and various technology-enhanced learning tools in different courses at several Serbian institutions are presented. In-house developed intelligent tutoring system Protus and possibilities to enhance it by software agents and eye-tracking are also shown in detail. Our experiences of using different technology-enhanced learning tools and mechanisms showed that educational processes must be modernized and enhanced by technological progress.

The paper presents a review of literature resources that studied the effects of digital games on students' learning and intelligence. The research included 5,740 scientific papers from 11 electronic repositories that presented various evidence of multidimensional impact of digital games on students. Categorization and application of multiple qualitative criteria identified 36 representative papers that presented empirical evidence. Various indicators and benchmarks used in papers were analysed, taking into account the methodological limitations. The results confirm the complex relations between digital games andlearning styles and multiple intelligences on which the recommendations and questions for future research are created.Keywords: literature review; digital games; learning style; multiple intelligences.---SažetakU radu se daje pregled literature koja prikazuje rezultate istraživanja o utjecaju digitalnih igara na učenje i inteligencije učenika. Istraživanje je obuhvatilo 5740 znanstvenih radova iz 11 elektroničkih repozitorija, a koji su pružili raznolike dokaze o višedimenzionalnom utjecaju digitalnih igara na učenike. Kategorizacijom i primjenom višestrukih kvalitativnih kriterija pronađeno je 36 odgovarajućih radova koji su sadržavali empirijske dokaze. U radovima su analizirani raznovrsni indikatori i referentne točke, uzimajući u obzir metodološka ograničenja. Rezultati potvrđuju kompleksne veze između digitalnih igara i stilova učenja, kao i višestrukih inteligencija, na temelju kojih se stvaraju preporuke i pitanja za buduća istraživanja.Ključne riječi: pregled literature; digitalne igre; stil učenja; višestruke inteligencije.

The paper provides an empirically grounded innovative and unique insight into relations between digital gameplay preferences, habits and addiction. The research sample consisted of 1262 eleven-to-fifteen-year-old students from 22 Serbian schools. An adequate psychometric instrument was developed and evaluated as part of the research. The influence of socio-demographic factors on digital gameplay preferences, habits and addiction was analyzed. Research hypotheses have been proposed in accordance with research objectives. They have been confirmed since the obtained results support the existence of the relation between digital gameplay and addiction among early adolescents.Key words: digital games; early adolescents; gameplay addiction.---SažetakU radu se daje empirijski utemeljen inovativan i jedinstven uvid u odnose između preferencija, navika i ovisnosti o digitalnim igrama. Uzorak istraživanja sastojao se od 1262 učenika iz 22 škole u Srbiji, u dobi od 11 do 15 godina. Dio istraživanja odnosio se na razvoj i evaluaciju odgovarajućeg psihometrijskog instrumenta. Analiziran je utjecaj socio-demografskih čimbenika na preferencije, navike i ovisnost o digitalnim igrama. U skladu s istraživačkim ciljevima i zadaćama formulirane su istraživačke hipoteze, koje su potvrđene. Rezultati upućuju na postojanje veze između digitalnih igara i ovisnosti kod mlađih adolescenata.Ključne riječi: digitalne igre; mlađi adolescenti; ovisnost o igrama.

The paper explores the relations among early adolescents’ digital gaming preferences and habits and their gender and multiple intelligences profiles. The study was conducted in 2015 with an empirical sample of 1,262 students aged 11 to 15. A vast majority of these students (86.9 %) played digital games regularly. Early adolescent females spent on average 8.7 h per week playing digital games, while males spent an average of about 17.7 h per week playing digital games. Students with higher scores in Interpersonal intelligence section spent more time playing digital games, while those with higher scores in Visual/spatial and Natural intelligences section played less. Most of the students (41.6 %) played digital games longer than five years. Early adolescent males favored Arcade and Sports games, while females preferred Logic, Online and Adventure game genres. Arcade (Action/Shooter/Platform) and Adventure games were preferably played by students with higher scores in Logical/mathematical intelligence, and Sports (Fighting) games were preferably played by students with higher scores in Bodily/kinesthetic intelligence. Strategy games were a preferred genre for students with lower scores in Musical/rhythmic intelligences. These findings support the notion that individual psychological characteristics lead to media selection and behavioral patterns construction. Vice versa, playing the preferred game genre will probably further motivate players to enhance the specific set of skills, strategies and habits.Key words: digital gameplay; early adolescents; gender; multiple intelligences.---SažetakU radu se istražuju veze između preferencija i navika mlađih adolescenata u području digitalnih igara i njihovi profili s obzirom na spol i višestruke inteligencije. Istraživanje je provedeno 2015. godine na empirijskom uzorku od 1262 učenika u dobi između 11 i 15 godina. Velika većina tih učenika (86,9 %) redovno je igrala digitalne igre. Mlađe adolescentice provode prosječno 8,7 sati tjedno igrajući digitalne igre, a mlađi adolescenti u prosjeku tjedno provedu 17,7 sati igrajući digitalne igre. Učenici koji su ostvarili viši rezultat u dijelu upitnika koji se odnosi na interpersonalnu inteligenciju proveli su više vremena igrajući digitalne igre, a oni koji su ostvarili viši rezultat u vizualnoj/prostornoj i naturalističkoj inteligenciji igrali su digitalne igre u manjoj mjeri. Većina učenika (41,6 %) igrala je digitalne igre duže od pet godina. Mlađi adolescenti više su voljeli arkadne i sportske igre, a djevojke su više voljele logičke, online i avanturističke žanrove. Arkadne (akcijske/igre pucanja/platformske) i avanturističke igre pretežno su igrali učenici koji su ostvarili veći broj bodova u području logičko-matematičke inteligencije, a sportske (igre borbe) su pretežno igrali učenici koji su ostvarili veći broj bodova u tjelesno-kinestetičkoj inteligenciji. Strategijske igre bile su omiljeni žanr učenika koji su ostvarili niži rezultat u području glazbene/ritmičke inteligencije. Ti rezultati idu u prilog tvrdnji da individualna psihološka obilježja vode medijskoj selekciji i izgradnji obrazaca ponašanja. Suprotno tome, igranje igrice omiljenog žanra vjerojatno će dalje motivirati igrače za razvijanje specifične skupine vještina, strategija i navika. Ključne riječi: igranje digitalnih igara; mlađi adolescenti; spol; višestruke inteligencije.