E-books gamificados con inteligencia artificial adaptativa offline para la enseñanza de ciencias naturales en escuelas rurales: una revisión

María Angélica Cancio Nisperuza

doi:10.48204/j.colonciencias.v13n2.a9994

Submitted May 19, 2026

Published 2026-07-07

Temas de revisión

Vol. 13 No. 2 (2026): Revista Colón Ciencias, Tecnología y Negocios

Gamified e-books with offline adaptive artificial intelligence for teaching natural sciences in rural schools: a review

María Angélica Cancio Nisperuza ⁺⁻

DOI https://doi.org/10.48204/j.colonciencias.v13n2.a9994

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References

DOI: 10.48204/j.colonciencias.v13n2.a9994

Published: 2026-07-07

How to Cite

Cancio Nisperuza , M. A. (2026). Gamified e-books with offline adaptive artificial intelligence for teaching natural sciences in rural schools: a review. Revista Colón Ciencias, Tecnología Y Negocios, 13(2), 139–162. https://doi.org/10.48204/j.colonciencias.v13n2.a9994

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstract

The integration of digital technologies in education is offering new opportunities to strengthen the teaching and learning processes of Natural Sciences. However, connectivity issues and a lack of infrastructure continue to limit the inclusion of these innovations in rural areas. This study aimed to investigate the scientific evidence published between 2020 and 2025 on the integration of gamified e-books with adaptive artificial intelligence to teach Natural Sciences and strengthen scientific inquiry in less connected environments. The methodology involved a systematic literature review, aligned with the PRISMA 2020 guidelines. Searches in the Scopus, ERIC, ScienceDirect, EBSCO, SciELO, Redalyc, and Dialnet databases yielded 102 available records. Of these, 21 studies met the established eligibility criteria. The results led to the following four broad categories: rural digital divide, educational gamification, adaptive artificial intelligence, and scientific inquiry. Of the selected studies analyzed, 38.1% considered gamification as a teaching mediation strategy, while 28.6% were related to the use of educational artificial intelligence. The findings show positive impacts on motivation, engagement, and science learning, but very few offline solutions are available, particularly for rural areas with limited internet access. Integrating gamified e-books with adaptive artificial intelligence appears to be a practical alternative for improving science education, but further research is needed on access to these tools in rural areas.

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