Abstract
This paper generally opts to shed light on the “shallow knowledge generation's” attitudes towards educational games. By reviewing gamification solutions that allow digital natives (DNs) to engage consistently while learning and examining how the game structure impacts their viability to learn. By discussing how DNs may be assisted to attain the state of flow by enjoying the games rather than becoming bored, nervous, or dependent, we highlight the diverse learning patterns of DNs. In view of the "shallow generation's" characteristics, DNs may be instructed to use the same tools as Digital Immigrants (DIs). Instead, we promote the notion of facilitating 'shallowness' as a starting point because this generation knows a little bit about everything, which is not always a negative thing. This generation of DNs does not need to be strictly specialised but rather despecialized with the capacity to seek knowledge effectively. Our learning models are unique in that they look at both the game designers' and the players' perspectives. DIs will provide the information so that DNs may study the same things they would in regular textbooks, but through gamification applications. The games are normally created by developers who understand how to present superficial information in a quick and interesting manner in order to pique the attention of DNs and trigger their continued search for knowledge. Therefore, we propose a framework of gamified learning in the HE context to enable DNs to achieve a state of flow while teaching or learning using knowledge-based systems (KBS) and artificial intelligence (AI) for determining appropriate gamification learning solutions.