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Stream/Area:
-
Subject:
-
Paper ID:
IJSREM65979
Volume:
10 |
7 |
Jul 2026
Pages:
1-12
Publication Frequency:
Monthly (12 issues per year)
License:International Journal of Scientific Research in Engineering and Management follows the Creative Commons Attribution 4.0 (CC BY 4.0) License, allowing free use and distribution with proper attribution.
Department of Computer Science and Engineering - Data Science
Acropolis Institute of Technology and Research
Department of Computer Science and Engineering - Data Science
Acropolis Institute of Technology and Research
Department of Computer Science and Engineering - Data Science
Acropolis Institute of Technology and Research
Department of Computer Science and Engineering - Data Science
Acropolis Institute of Technology and Research
Department of Computer Science and Engineering - Data Science
Acropolis Institute of Technology and Research
In the current landscape of technical recruitment, proficiency in Data Structures and Algorithms (DSA) has become a critical requirement for aspiring software engineers. Despite the availability of numerous online coding platforms, learners often face challenges in mastering DSA due to the lack of personalized guidance, adaptive learning paths, and real-time feedback mechanisms. Traditional systems largely rely on static problem sets and binary evaluation methods, which fail to address individual learning gaps and cognitive differences. This research introduces AlgoQuest, an Agentic AI-powered gamified DSA revision system that aims to transform the learning experience by integrating multi-agent artificial intelligence with adaptive learning strategies. The proposed system employs a collaborative agent-based architecture, where specialized AI agents analyze user-submitted code, identify logical errors, and provide scaffolded hints instead of complete solutions. This approach encourages critical thinking and enhances conceptual understanding. Furthermore, AlgoQuest incorporates gamification elements such as reward systems, level progression, and performance tracking to improve user engagement and motivation. The system dynamically adjusts problem difficulty based on user performance metrics, ensuring an optimal learning curve. Experimental evaluation demonstrates that AlgoQuest significantly reduces dropout rates, improves problem-solving efficiency, and enhances user satisfaction. The proposed system represents a paradigm shift from traditional static coding platforms to intelligent, personalized tutoring systems, offering a scalable and effective solution for DSA learning.
KEYWORDS
Existing systems primarily rely on static problem-solving approaches and lack personalized guidance, adaptive learning, and real-time conceptual feedback. AlgoQuest addresses these challenges by integrating multi-agent AI architecture, adaptive learning mechanisms, and intelligent feedback generation into a unified tutoring platform. The proposed system utilizes specialized AI agents to analyze user-submitted code, identify logical errors, and generate scaffolded hints instead of direct solutions. This approach encourages independent problem-solving and improves conceptual understanding. The adaptive learning mechanism further personalizes the learning experience by dynamically adjusting difficulty levels and recommending problems according to individual performance and learning patterns. Experimental evaluation demonstrated that AlgoQuest significantly improves completion rates, reduces learner dropout, and enhances user engagement compared to conventional coding platforms. Features such as progress tracking, rewards, streaks, and achievement systems also contributed to improved motivation and consistency among learners. Overall, AlgoQuest represents a shift from static coding practice systems to intelligent and interactive tutoring platforms capable of providing personalized and scalable DSA learning experiences. The proposed system has strong potential to support students preparing for technical interviews, coding assessments, and competitive programming while improving both learning efficiency and conceptual clarity.
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Publication Date
7/10/2026
Peer Review Type
Double-Blind Peer Review
Review Rounds: 2
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Conflict of Interest
The authors declare no conflict of interest related to this research work.
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