In recent years, language education has undergone a profound transformation, significantly accelerated by the Covid-19 pandemic, which led to the rapid adoption of online teaching strategies by universities. This study explores the case of Italian as a second language (L2) courses for PhD students at the University of Turin, which have been conducted entirely online since 2020. The research focuses on the integration of game-based language teaching (glottodidattica ludica) and artificial intelligence (AI) to enhance student engagement, personalize learning experience, and foster communicative competence. A variety of AI-supported tools including chatbots, interactive games, and adaptive feedback systems have been employed to create dynamic learning environments. The study highlights the benefits of this approach (for instance increased motivation, learner autonomy, inclusivity, and real-time feedback) while also addressing challenges like technological barriers, data privacy concerns, and cognitive overload. Practical examples and strategies are provided to illustrate how AI-enhanced gamification can support authentic language use, grammar acquisition, and collaborative learning. The paper concludes by proposing a sustainable and inclusive methodology for digital language education that combines pedagogical innovation with critical reflection.
