Education technology is increasingly combining gamification and artificial intelligence to improve language learning and personalize instruction for students.
BNN Bloomberg spoke with Diana Al-Dajani, founder and CEO of eduTechnoz, about the company’s AI-driven literacy engine, its new partnership that could reach more than 1.5 million users, and how data analytics is helping teachers identify learning gaps in classrooms.
Key Takeaways
- Gamification is increasingly used in education technology to improve engagement, retention and learning outcomes by incorporating game mechanics into structured lessons.
- Artificial intelligence can help teachers identify learning gaps and tailor assignments to students at different skill levels within the same classroom.
- Early childhood digital learning tools are being designed to avoid passive screen time by combining interactive play with structured literacy development.
- Data analytics from student interactions with educational apps can help developers refine learning models and predict where students are likely to struggle.
- AI-powered teacher dashboards are emerging as tools to support differentiated instruction, particularly in diverse classrooms with varying language abilities.
Read the full transcript below:
ROGER: International Women’s Day is coming up, and we’re looking at companies led by women, including eduTechnoz. It’s a Canadian education tech company transforming how kids learn Arabic globally. It has entered a new partnership that could reach more than 1.5 million users.
Here to talk about the company’s work and the future of edtech is Diana Al-Dajani, founder and CEO of eduTechnoz. Diana, thank you, as always, for joining us. Good to see you again.
DIANA: Thank you for having me.
ROGER: You’ve just launched this new partnership. How did that come about? What did you do to bring it about?
DIANA: Well, actually, the first interview I did here was seen by them, and they approached me because they wanted our technology.
EduTechnoz started with games for children aged three to seven — play, learn and fall in love with Arabic. Today, we’ve evolved into an AI Arabic literacy engine where we can have multiple interfaces based on the audience and the objectives.
So this partnership became one of the verticals that can utilize this engine, and that’s how it was born. They wanted to make education more tech-accessible.
The partnership is with Adam Wa Mishmish. It’s a brand that uses cartoons and songs to help children learn Arabic, and they wanted to introduce a digital format.
When everyone talks about digital tools for toddlers between two and five years old, you have to be very careful how you introduce them because you don’t want passive screen time. It has to be done well, using AI features to ensure you build the right skills — especially literacy.
HAP: When you’re gamifying this process, is there any downside? I’ve got a son that I sometimes want to de-gamify. Are you just giving them the candy, so to speak? Is there a downside to gamification or controls you need to have?
DIANA: When we say gamification in the context of education, it’s not just about playing games. It’s about using game elements to motivate, increase retention and keep students interested.
If you use gamification only for engagement, then students won’t learn anything. That’s where understanding human behaviour becomes important — how people learn and where they struggle.
Based on this data — we now have more than seven million data points — we analyze how students behave when interacting with technology and where they struggle. Once you label those behaviours, the AI engine can predict where challenges will arise.
Then another layer comes in: pedagogy. What interventions are needed? What needs to be done to support learning?
When all these layers work together, gamification becomes purposeful. The objective is to build skills that matter for the future, not just create passive screen time.
HAP: So you get them in, but then you have to do your work afterward.
DIANA: Absolutely. It’s not lazy — it’s a lot of hard work.
ROGER: AI is obviously a key part, and you have a lot of data. Have you accumulated that data yourselves? Are you doing anything else with it — is it sellable? How are you using AI and your data?
DIANA: The data has been accumulated since day one, starting with the games, because we needed to understand how students behave when interacting with technology.
We noticed two patterns. Children aged three to seven prefer to play the same game over and over again. So we asked ourselves how we could help them learn more while doing that.
We made the games dynamic. Children can play the same game repeatedly — which they enjoy — but the skills they practice change each time. That allows us to build new skills continuously.
We use this data within the eduTechnoz AI literacy engine. We don’t sell the data. If someone wants to work with us, they work through the engine and receive the results. The data itself remains protected.
ROGER: Are you monetizing that? Have other groups come forward as well?
DIANA: Right now, with the engine, we’re also running a number of pilots because we added another layer — an AI teacher dashboard.
If you think about a classroom, whether it’s Arabic or English literacy, there are always different levels: advanced students, average students and beginners. Teachers need to differentiate instruction.
ROGER: And know exactly where each student is struggling.
DIANA: Exactly. That’s where we come in. With a push of a button, teachers can see the lesson structure for the day and identify which students need support and where.
We also have a feature teachers love called “Smart Assign.” Before class starts, students spend five to 10 minutes playing customized activities tailored to their learning gaps so they are better prepared for the lesson.
We’re currently working on expanding partnerships, including discussions with chambers of commerce and ministries of education in Qatar, Saudi Arabia and the UAE. The technology works, and the results are supported by the data we’ve collected.
While we focus on Arabic literacy today, the same model could apply to other subjects because the engine is designed to be contextualized.
Education is complex. It’s not just AI and curriculum — there’s context, behaviour and emotional factors. AI helps accelerate improvements that would otherwise take years.
Even in Canada, where classrooms are increasingly diverse with newcomers arriving every day, tools like this can help teachers manage different learning levels.
ROGER: We have to wrap it up there. Diana, thank you, as always, for joining us. Congratulations on the success.
DIANA: Thank you.
ROGER: That was Diana Al-Dajani, founder and CEO of eduTechnoz.
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This BNN Bloomberg summary and transcript of the March 5, 2026 interview with Diana Al-Dajani are published with the assistance of AI. Original research, interview questions and added context was created by BNN Bloomberg journalists. An editor also reviewed this material before it was published to ensure its accuracy and adherence with BNN Bloomberg editorial policies and standards.
