Abstract

This study examines lecturers’ and students’ perceptions of integrating gamification and artificial intelligence (AI) into soft skills education at Van Lang University. A cross-sectional descriptive survey was conducted with a convenience sample of 205 participants, including 32 lecturers and 173 students. A five-point Likert-scale questionnaire assessed four dimensions: perceived educational value, interest and participation, support for learning and skills practice, and implementation barriers. Descriptive analysis showed that interest and participation received the highest mean score (M = 3.75), followed by perceived educational value (M = 3.72) and support for learning and skills practice (M = 3.66). Barriers were rated at a moderate level (M = 3.27), particularly concerns about the accuracy and reliability of AI-generated content and difficulties related to devices and internet access. The study recommends aligning gamified activities with soft skills learning outcomes, verifying AI-generated content, and guiding students in the responsible use of AI tools. As the survey reflects participants’ perceptions at a single institution, it does not establish the effects of these technologies on students’ skill development.

Keywords: Artificial intelligence; gamification; higher education; instructional design; soft skills.