The Effectiveness of a Platform based on Generative Artificial Intelligence and Gamification in developing Metacognitive thinking among Higher Education Students
Keywords:
Generative artificial intelligence, gamification, metacognitive thinking
Abstract
The current research aimed to design a proposed model for an electronic platform based on the integration of generative artificial intelligence and gamification and measure its effectiveness in developing metacognitive thinking among students of the College of Communication and Media at King Abdulaziz University. Using a quasi-experimental approach, the first experimental group that used the electronic platform based on the integration of generative artificial intelligence and gamification was compared with the second experimental group that used the same platform relying on generative artificial intelligence content generation without activating gamification tools. The study sample consisted of 60 students, who were randomly divided into two groups of 30 students each. The metacognitive thinking scale was developed, which in its final version consisted of (32) items distributed in three axes: Planning, monitoring and control, and evaluation. The results were monitored and statistically analysed using the t-test to compare groups, determine the significance of differences, and calculate the effect size. The results of the research showed the effectiveness of the proposed model of integrating generative AI and gamification in developing metacognitive thinking in students of the first experimental group who were taught with the integration of the platform with the tools of generative AI and gamification compared to the students of the second experimental group who were taught in the traditional way. The study recommended the need to integrate generative artificial intelligence with gamification tools in e-learning environments in order to develop learning outcomes, and to implement training programmes and courses for teachers, targeting cognitive interest in how to employ and use learning environments based on the integration of artificial intelligence and gamification and their various components in educational contexts.
References
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4. Alanzi, N. S., & Alhalafawy, W. S. (2022b). A Proposed Model for Employing Digital Platforms in Developing the Motivation for Achievement Among Students of Higher Education During Emergencies. Journal of Positive School Psychology (JPSP), 6(9), 4921-4933.
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7. Alhalafawy, W. (2018). Innovations in Educational Technology in the Information Age. Dar Al-Fikr.
8. Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.
9. Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. International Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151. doi:https://doi.org/10.3991/ijet.v17i06.28885
10. Alhalafawy, W. S., & Zaki, M. Z. (2024). The impact of augmented reality technology on the psychological resilience of secondary school students during educational crises. Ajman Journal of Studies & Research, 23(1).
11. Alhalafawy, W. S., & Zaki, M. Z. T. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies, 13(8). doi:https://doi.org/10.3991/ijim.v13i08.10725
12. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. H. (2021). Design an Adaptive Mobile Scaffolding System According to Students’ Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 15(13), pp. 108-127. doi:https://doi.org/10.3991/ijim.v15i13.21253
13. Al-Nasheri, A. A., & Alhalafawy, W. S. (2023). Opportunities and Challenges of Using Micro-learning during the Pandemic of COVID-19 from the Perspectives of Teachers. Journal for ReAttach Therapy and Developmental Diversities, 6(9s), 1195-1208.
14. Alnimran, F. M., & alhalafawy, w. s. (2024). Qualitative Exploration of the Opportunities and Challenges of Online Training According to the Behavioral Intention Variables of the Most Trained Teachers During the COVID-19 Pandemic. Journal of Infrastructure, Policy and Development, 8(8), 4837. doi:https://doi.org/10.24294/jipd.v8i8.4837
15. Alrashedi, N. T., Alsulami, S. M. H., Flatah, A. I., Najmi, A. H., & Alhalafawy, W. S. (2024). The Effects of Gamified Platforms on Enhancing Learners’ Ambition. Journal of Ecohumanism, 3(8).
16. Alrashedi, N. T., Najmi, A. H., & Alhalafawy, W. S. (2024). Utilising Gamification to Enhance Ambition on Digital Platforms: An Examination of Faculty Members Perspectives in Times of Crisis. Journal of Ecohumanism, 3(8).
17. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Non-Stop Educational Support: Exploring the Opportunities and Challenges of Intelligent Chatbots Use to Support Learners from the Viewpoint of Practitioner Educators. Journal of Ecohumanism, 3(3), 212-229. doi:https://doi.org/10.62754/joe.v3i3.3331
18. Alshammary, F. M., & Alhalafawy, W. S. (2022). Sustaining Enhancement of Learning Outcomes across Digital Platforms during the COVID-19 Pandemic: A Systematic Review. Journal of Positive School Psychology, 6(9), 2279-2301.
19. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1305. doi:https://doi.org/10.3390/su15021305
20. Al-Smadi, M. (2023). ChatGPT and beyond: The generative AI revolution in education. arXiv Preprint arXiv:2311.15198,
21. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
22. Alzahrani, F. K. J., Alhalafawy, W. S., & Alshammary, F. M. (2023). Teachers’ Perceptions of Madrasati Learning Management System (LMS) at Public Schools in Jeddah. Journal of Arts, Literature, Humanities and Social Sciences(97), 345-363. doi:DOI: https://doi.org/10.33193/JALHSS.97.2023.941
23. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. doi:10.30819/cmse.6-2.05
24. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members Perspectives. Sustainability, 15(5), 4613. doi:doi.org/10.3390/su15054613
25. ARAVABOOMI, P., & SARAVANAN, T. K. (2023). Harmony search optimization-based generative adversarial networks (hso-lgan) for enhancing sentiment analysis in augmented reality-enabled applications. Journal of Theoretical and Applied Information Technology, 101(23)
26. Ayastuy, M. D., Torres, D., & Fernández, A. (2021). Adaptive gamification in collaborative systems, a systematic mapping study. Computer Science Review, 39, 100333.
27. Begum, I. U. (2024). Role of Artificial Intelligence in Higher Education-An Empirical Investigation. International Research Journal on Advanced Engineering and Management (IRJAEM), 2(03), 49-53.
28. Castellano-Tejedor, C., & Cencerrado, A. (2024). Gamification for mental health and health psychology: Insights at the first quarter mark of the 21st century. International Journal of Environmental Research and Public Health, 21(8)
29. De Notaris, D., Canazza, S., Mariconda, C., & Paulon, C. (2021). How to play a MOOC: Practices and simulation. Entertainment Computing, 37, 100395.
30. ElSayary, A. (2024). Integrating Generative AI in Active Learning Environments: Enhancing Metacognition and Technological Skills. Journal of Systemics, Cybernetics and Informatics, 22(3), 34-37.
31. Erbaşı, Z., Tural, B., & Çoşkuner, İ. (2023). The role and potential of artificial intelligence and gamification in education: The example of vakıf participation bank. Orclever Proceedings of Research and Development, 3(1), 243–254.
32. Felix, J., & Webb, L. (2024). Use of artificial intelligence in education delivery and assessment.
33. Ferro, L. S. (2021). The game element and mechanic (GEM) framework: A structural approach for implementing game elements and mechanics into game experiences. Entertainment Computing, 36, 100375.
34. Hamzah, W. M. A. F. W., Ali, N. H., Saman, M. Y. M., Yusoff, M. H., & Yacob, A. (2015). Influence of gamification on students’ motivation in using e-learning applications based on the motivational design model. International Journal of Emerging Technologies in Learning (iJET), 10(2), 30–34.
35. Hamzah, W., Ali, N. H., Saman, M., Mohd, Y., Yusoff, M. H., & Yacob, A. (2015). Influence of Gamification on Students' Motivation in using E-Learning Applications Based on the Motivational Design Model. International journal of emerging technologies in learning, 10(2).
36. Ibrahim, H. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ethnographic Insights of Educational Digital Life Behaviours: A Study of Affluent Schools. Journal of Ecohumanism, 3(7), 4413-4428. doi:10.62754/joe.v3i7.4556
37. Jun, L. (2023). Integrating AI generative art and gamification in an art education model to enhance creative thinking. The Journal of the Convergence on Culture Technology, 9(3), 425–433.
38. Kaplan-Rakowski, R., Grotewold, K., Hartwick, P., & Papin, K. (2023). Generative AI and teachers’ perspectives on its implementation in education. Journal of Interactive Learning Research, 34(2), 313–338.
39. Kingsley, T. L., & Grabner‐Hagen, M. M. (2015). Gamification. Journal of adolescent & adult literacy, 59(1), 51-61.
40. Li, L., Hew, K. F., & Du, J. (2024). Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: A meta-analysis and systematic review. Educational Technology Research and Development, 72(2), 765–796.
41. Liang, J., Wang, L., Luo, J., Yan, Y., & Fan, C. (2023). The relationship between student interaction with generative artificial intelligence and learning achievement: Serial mediating roles of self-efficacy and cognitive engagement. Frontiers in Psychology, 14, 1285392.
42. Luleci, F. (2024). Investigating emerging technologies in civil structural health monitoring: Generative artificial intelligence and virtual reality.
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Published
2024-12-10
How to Cite
Salman Matar Hameed Alsulami, Dr. Ahmed Ibrahim Fallata, & Dr. Waleed Salim Mohamed Alhalafawy. (2024). The Effectiveness of a Platform based on Generative Artificial Intelligence and Gamification in developing Metacognitive thinking among Higher Education Students. Journal of Educational and Human Sciences, (41), 281-301. https://doi.org/10.33193/JEAHS.41.2024.575
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