فاعلية عناصر التلعيب الرقمي في المنصات التعليمية على تحسين الدافعية لدى طلاب المرحلة المتوسطة
الكلمات المفتاحية:
التلعيب، المنصات التعليمية، الدافعية
الملخص
لقد أصبحت المنصات التعليمية أحد أساسيات التعلم في وقتنا الراهن وهو ما يفرض على الباحثين ضرورة النظر في آليات تطويرها وتحسينها بحيث تكون قدرة على تعزيز الدافعية لدى الطلاب. ولما كانت عناصر التلعيب الرقمي من بين المتغيرات التصميمة المهمة التي يمكن الاعتماد عليها في تطوير المنصات الرقمية فإن البحث الحالي يحاول اختبار قدرة عناصر التلعيب عبر المنصات التعليمية في تحسين مؤشرات الدافعية لدى طلاب المرحلة المتوسطة. تم استخدام المنهج شبه التجريبي للمقارنة بين المجموعة التجريبية التي استخدمت منصة تعليمية قائمة على عناصر التلعيب، والمجموعة الضابطة التي استخدمت ذات المنصة بدون أي عناصر للتعليب الرقمي. تكونت عينة البحث من (60) طالبًا من طلاب الصف الثالث متوسط تم توزيعهم عشوائيًا على مجموعتي البحث بواقع (30) طالبًا بكل مجموعة. تم تطوير مقياس للدافعية للتعلم عبر المنصات التعليمية، وقد تضمن المقياس ستة محاور أساسية، وهي: (1) الشعور بالمسؤولية، (2) المثابرة، (3) مستوى الطموح، (4) تقدير أهمية الوقت، (5) الاستمتاع بممارسات التعلم، (6) التخطيط للمستقبل ، بإجمالي (36) مفردة. أظهرت النتائج أفضلية المنصات التعليمية القائمة على عناصر التلعيب الرقمي في تنمية الدافعية للتعلم لدى الطلاب. أوصى البحث بضرورة التوسع في تطوير المناهج التعليمية والمنصات الرقمية بحيث يتم توظيف عناصر التلعيب بداخلها لتكون بمثابة أدوات قوية لتحسين الدافعية.
المراجع
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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.
5. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. A. (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, 15(13).
6. 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.
7. Alhalafawy, W. S., & Zaki, M. Z. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), 107-123. https://doi.org/10.3991/ijim.v13i08.10725
8. 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.
9. 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.
10. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1-21. https://doi.org/https://doi.org/10.3390/su15021305
11. 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. https://doi.org/doi.org/10.3390/su15054613
12. 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.
13. 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. https://doi.org/10.30819/cmse.6-2.05
14. Arnab, S., Bhakta, R., Merry, S. K., Smith, M., Star, K., & Duncan, M. (2016). Competition and Collaboration Using a Social and Gamified Online Learning Platform. 10th European Conference on Games Based Learning: ECGBL 2016,
15. Attali, Y., & Arieli-Attali, M. (2015). Gamification in assessment: Do points affect test performance? Computers & Education, 83, 57-63. https://doi.org/https://doi.org/10.1016/j.compedu.2014.12.012
16. Baah, C., Govender, I., & Rontala Subramaniam, P. (2023). Exploring the role of gamification in motivating students to learn. Cogent Education, 10(1), 2210045. https://doi.org/10.1080/2331186X.2023.2210045
17. Bakhanova, E., Garcia, J. A., Raffe, W. L., & Voinov, A. (2020). Targeting social learning and engagement: What serious games and gamification can offer to participatory modeling. Environmental Modelling & Software, 134, 104846. https://doi.org/https://doi.org/10.1016/j.envsoft.2020.104846
18. Barr, P. (2008). Video game values: Play as human-computer interaction Victoria University of Wellington].
19. Bíró, G. I. (2014). Didactics 2.0: A pedagogical analysis of gamification theory from a comparative perspective with a special view to the components of learning. Procedia-Social and Behavioral Sciences, 141, 148-151.
20. Brull, S., & Finlayson, S. (2016). Importance of gamification in increasing learning. The Journal of Continuing Education in Nursing, 47(8), 372-375.
21. Chen, C.-M., Li, M.-C., & Chen, T.-C. (2020). A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance. Computers & Education, 144, 103697. https://doi.org/https://doi.org/10.1016/j.compedu.2019.103697
22. Chen, J. A., & Pajares, F. (2010). Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35(1), 75-87.
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منشور
2024-01-19
كيفية الاقتباس
باسم بن رافع خزيم القبلي الشهري. (2024). فاعلية عناصر التلعيب الرقمي في المنصات التعليمية على تحسين الدافعية لدى طلاب المرحلة المتوسطة. Journal of Educational and Human Sciences, (31), 159-175. https://doi.org/10.33193/JEAHS.31.2024.436
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