Abstract
This article is devoted to the empirical study of gamified thinking and perception of digital innovations, in particular gamification and artificial intelligence (AI), among student youth in Kazakhstan. In the conditions of rapid digitalization of the educational environment, the problem of adapting pedagogical strategies to the cognitive and motivational patterns of the new generation of students becomes relevant. The aim of the study is to identify key motivational factors, attitudes towards achievement systems and perceptions of the role of AI in learning, as well as to characterize the dominant features of game culture in the Kazakh context. The results indicate a high degree of pragmatic readiness of students to integrate AI and gamification, where the leading motivator is a sense of progress (48.1%) rather than pure excitement. Significant heterogeneity in emotional response to external rewards was found, indicating the need to contextualize game mechanics.