Journal of Education, Society and Behavioural Science

The fact that the educational goals and digital entertainment mechanics converge increasingly quickly has boosted the rise of edutainment as a new paradigm in modern learning scenarios. This change can be fueled by the learning orientations of the digitally native generations and the growing usage of artificial intelligence (AI), immersive experiences and gamified educational systems in both formal and informal education. The research that will be critically reviewed in this paper will focus on AI-enabled personalisation, metaverse-based immersive learning, and advanced gamification, and, in particular, what they suggest regarding children's learning, development, and well-being. Based on peer-reviewed articles in educational technology, learning sciences, and human-computer interaction, the review summarized the evidence on the pedagogical affordances, including adaptive feedback, experiential learning, and motivational engagement, as well as the ongoing issues of cognitive load, digital equity, data governance, and developmental risk. Instead of the detached treatment of these technologies like autonomous entities, the review unites them under a developmental and ethical approach that effectiveness of edutainment does not lie in technological advances but rather in design concepts that are guided by principles. The article proposes three interdependent design imperatives, Child-Centered Ethics, Participatory Design, and Developmental Human-Computer Interaction as a framework of responsible designing of educational technologies. The review offers a synthesised conceptual base to the current research in the field, as researchers, designers, and policymakers can use emerging technologies as fair and developmentally suitable driving forces of learning instead of fuelling the current educational disparities.