Retrieval-Augmented Generation (RAG) overcomes the main barrier for the adoption of LLM-based chatbots in education: hallucinations. The uncomplicated architecture of RAG chatbots makes it relatively easy to implement chatbots that serve specific purposes and thus are capable of addressing various needs in the educational domain. With five years having passed since the introduction of RAG, the time has come to check the progress attained in its adoption in education. This paper identifies 47 papers dedicated to RAG chatbots’ uses for various kinds of educational purposes, which are analyzed in terms of their character, the target of the support provided by the chatbots, the thematic scope of the knowledge accessible via the chatbots, the underlying large language model, and the character of their evaluation.

The emergence of effective Generative AI has sparked a revolution in video game development, enabling us to generate game assets and source code at a fraction of the cost and time needed compared to if human developers were involved. But the support available from GenAI goes far beyond the generation of game assets and code, especially in the case of serious games, which have to combine playability with non-entertainment purposes such as, but not only, education. In this paper, the potential forms of GenAI-based support for serious game development are explored and placed into the context of the respective phases of the serious game development lifecycle. As existing lifecycle models are either not specialized for the specifics of serious games or are otherwise too simple, a new serious game development lifecycle model has been proposed for this purpose.

Albeit in different ways, both machine learning and gamification have transfigured the user experience of information systems. Although both are hot research topics, so far, little attention has been paid to how these two technologies converge with each other. This relation is not obvious as while it is feasible to enhance gamification with machine learning, it is also feasible to support machine learning with gamification; moreover, there are applications in which machine learning and gamification are combined yet not directly connected. In this study, we aim to shed light on the use of both machine learning in gamification and gamification in machine learning, as well as the related topics of using gamification in machine learning education and machine learning in gamification research. By performing a systematic literature mapping, we not only identify prior works addressing these respective themes, but also analyze how their popularity evolved in time, investigate the areas of application reported by prior works, used machine learning techniques and software tools, as well as the character of research contribution and the character of evaluation results for works that presented them.