IJIET 2026 Vol.16(8): 2189-2199
doi: 10.18178/ijiet.2026.16.8.2678
doi: 10.18178/ijiet.2026.16.8.2678
Development of an Intelligent Platform for Automated Assessment and Constructive Feedback on Student-generated Game Character Designs
Vipusit Piankarnka 1 and Pinyaphat Tasatanattakool 2,*
1. Faculty of Mass Communication Technology, Rajamangala University of Technology Thanyaburi (RMUTT), Pathum Thani, Thailand
2. Faculty of Science, Rajamangala University of Technology Suvarnabhumi, Ayutthaya, Thailand
Email: vipusit_p@rmutt.ac.th (V.P.); pinyaphat.t@rmutsb.ac.th (P.T.)
*Corresponding author
2. Faculty of Science, Rajamangala University of Technology Suvarnabhumi, Ayutthaya, Thailand
Email: vipusit_p@rmutt.ac.th (V.P.); pinyaphat.t@rmutsb.ac.th (P.T.)
*Corresponding author
Manuscript received January 2, 2026; revised February 2, 2026; accepted February 27, 2026; published August 18, 2026
Abstract—The objectives of this research are to develop an intelligent platform that integrates artificial intelligence technology to assist in evaluating game character design work by students, to study the results of evaluating students’ game character design work, and to provide explanations and creative feedback using artificial intelligence through an intelligent platform, comparing it to evaluation by instructors in the traditional format. This research was a quasi-experimental study, involving 150 students in a control group and an experimental group. The results were evaluated using a questionnaire, and the data were analyzed to compare the two groups using the Independent Samples t-test. The study results indicated that students in the group using artificial intelligence to assist in evaluating their work, providing explanations and creative suggestions through an intelligent platform (experimental group), had significantly higher levels of satisfaction and learning efficiency than the group evaluated in the traditional manner (control group) across multiple dimensions. Particularly in terms of speed and continuity, the experimental group had a significantly higher average satisfaction score with regard to waiting time to receive results (x̄ = 4.89) compared to the control group, which had an average score of only x̄ = 4.16 (p < 0.001). This aligns with the aspect of student potential development, where the experimental group was able to solve tasks immediately, and the students felt that their workload was significantly reduced (p = 0.023, p = 0.011). The experimental group showed significantly higher confidence in the assessment results (p = 0.014). This data will be highly beneficial for integrating AI technology into game design teaching processes. The goal is to enhance the effectiveness of personalized feedback and promote the continuous development of design skills.
Keywords—artificial intelligence, game character design, automated evaluation, constructive feedback, intelligent platform
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—artificial intelligence, game character design, automated evaluation, constructive feedback, intelligent platform
Cite: Vipusit Piankarnka and Pinyaphat Tasatanattakool, "Development of an Intelligent Platform for Automated Assessment and Constructive Feedback on Student-generated Game Character Designs," International Journal of Information and Education Technology, vol. 16, no. 8, pp. 2189-2199, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).