The Effectiveness of using Internet of Toyes in developing Critical thinking Skills among Middle School Students
Keywords:
internet of toyes, critical thinking skills
Abstract
The current research aimed to investigate the effectiveness of using internet of toyes in developing critical thinking skills among middle school students in the digital technology curriculum. This was achieved by comparing the outcomes of students who learned using internet of toyes with the outcomes of students who learned through the traditional method. The research followed a quasi-experimental approach based on a two-group design: an experimental group that used internet games and a control group that used the conventional method, with pre- and post-tests to measure the impact of the independent variable (internet games) on the dependent variable (critical thinking skills). The research instrument was a critical thinking test administered to both groups in the pre- and post-measurements.The research population consisted of second-grade middle school students at Al-Ajyal Al-Mutatawera International Schools in Jeddah, Kingdom of Saudi Arabia. The research sample comprised (60) students, who were divided into two equal groups of (30) students each. The results of the statistical analysis using the independent samples T-test showed statistically significant differences between the mean scores of the two groups in the post-test in favor of the experimental group. This indicates that the use of internet of toyes effectively contributes to the development of critical thinking skills among middle school students. Based on the research findings, it was recommended to integrate internet games into the curriculum, especially in digital technology courses, along with training teachers on how to employ them effectively.
References
1. العتيبي، ن. (2018). برنامج مقترح قائم على استراتيجيات التعليم المنظم ذاتياً في التحصيل الدراسي ومهارات التفكير الناقد في مادة الفقه لدى طلاب المرحلة الثانوية (رسالة دكتوراه غير منشورة). جامعة أم القرى.
2. الزهراني، م. (2019). أثر استخدام الألعاب الإلكترونية التعليمية على تنمية مهارات التفكير العليا لدى طلاب المرحلة المتوسطة. مجلة العلوم التربوية والنفسية، 3(2)، 78–95.
3. القحطاني، س. (2020). دور الألعاب الرقمية في تعزيز الدافعية للتعلم: دراسة تطبيقية على طلاب المرحلة الثانوية. المجلة السعودية للعلوم التربوية، 5(4)، 112–130.
4. المالكي، ع. (2021). فاعلية توظيف ألعاب الإنترنت في تدريس مفاهيم البرمجة لطلاب المرحلة المتوسطة. مجلة تكنولوجيا التعليم، 6(1)، 85–102.
5. الشمري، ن. (2021). تحديات دمج الألعاب الإلكترونية في التعليم: دراسة استطلاعية لآراء المعلمين. المجلة العربية للتربية النوعية، 5(3)، 150–168.
6. وزارة التعليم. (2021). مبادرة مدرسة المستقبل.
7. وزارة التعليم. (2022). الإطار الوطني لمهارات القرن الحادي والعشرين. الرياض: وزارة التعليم.
8. وزارة الاتصالات وتقنية المعلومات. (2023). تقرير التحول الرقمي في المملكة العربية السعودية. الرياض: وزارة الاتصالات وتقنية المعلومات.
9. رؤية المملكة 2030. (2016). رؤية المملكة العربية السعودية 2030. الرياض: مجلس الشؤون الاقتصادية والتنمية.
10. Alanzi, N. S., & Alhalafawy, W. S. (2022a). Investigation The Requirements For Implementing Digital Platforms During Emergencies From The Point Of View Of Faculty Members: Qualitative Research. Journal of Positive School Psychology (JPSP), 9(6), 4910-4920.
11. 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.
12. Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review. International Journal of Interactive Mobile Technologies (iJIM), 18(7), 188-212. https://doi.org/10.3991/ijim.v18i07.45335
13. Al-Hafdi, F. S., & AlNajdi, S. M. (2024). The effectiveness of using chatbot-based environment on learning process, students’ performances and perceptions: A mixed exploratory study. Education and Information Technologies, 29(15), 20633-20664. https://doi.org/10.1007/s10639-024-12671-6
14. Al-Halafawi, W. S. M. (2011). E-learning, innovative applications. Cairo, Egypt: Dar Al-Fikr Al-Arabi 0.
15. 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.
16. 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), pp. 107-123. https://doi.org/10.3991/ijim.v13i08.10725
17. 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. https://doi.org/https://doi.org/10.3991/ijet.v17i06.28885
18. 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).
19. 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. https://doi.org/10.3991/ijim.v15i13.21253
20. Al-Halfawi, W. (2006). Educational technology innovations in the information age. Amman: Zarqa House for Distribution and Publishing, 126.
21. Al-Halfawi, W. S. (2009). Designing an e-learning system based on some web applications and its effectiveness in developing cognitive achievement, innovative thinking and the trend towards its use by the educational technology student. Journal of Educational Technology, 19(4), 63-158.
22. Al-Halfawi, W. S., & Tawfik, M. Z. (2020). Educational Technology Innovations 2.0: Models to Support Sustainable Education. Cairo: Art House for Publishing and Distribution.
23. Al-Halfawi, W., & Zaki, M. (2015). Educational Technology from Traditional to Digital, Jeddah. King Abdulaziz University Press, Scientific Publishing Center.
24. 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.
25. 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. https://doi.org/10.24294/jipd.v8i8.4837
26. 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), 3393-3304. https://doi.org/10.62754/joe.v3i8.5004
27. 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), 3404-3416. https://doi.org/10.62754/joe.v3i8.5003
28. 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. https://doi.org/10.62754/joe.v3i3.3331
29. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). Chatbots in Education. In S. Papadakis & M. Kalogiannakis (Eds.), Empowering STEM Educators With Digital Tools (1 ed., pp. 137-154). IGI Global Scientific Publishing, Hershey, USA. https://doi.org/10.4018/979-8-3693-9806-7.ch006
30. 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.
31. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1305. https://doi.org/https://doi.org/10.3390/su15021305
32. 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.
33. 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
34. 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
35. Annetta, L. A. (2010). The "I’s" have it: A framework for serious educational game design. Review of General Psychology, 14(2), 105–112.
36. Azmy, N., Alhalafawy, W., & Anwar, R. (2014). Virtual educational tours. Interactive learning environments, 495-545.
37. Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., ... & Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178–192.
38. Clark, A. C., & Ernst, J. V. (2009). Gaming research for technology education. Journal of STEM Education: Innovations and Research, 10(1), 25–30.
39. Gee, J. P. (2003). What video games have to teach us about learning and literacy. Palgrave Macmillan.
40. Gee, J. P. (2007). What video games have to teach us about learning and literacy. Palgrave Macmillan.
41. 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. https://doi.org/10.62754/joe.v3i7.4556
42. Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. Internet and Higher Education, 8(1), 13–24.
43. Muhammad, A.-H. W. S., & Zaki, Z. (2018). The effectiveness of mobile applications in enhancing national belonging among some young people in the Kingdom of Saudi Arabia. The Egyptian Journal of Specialized Studies,(19), 223-249.
44. Najmi, A. H., Alameer, Y. R., & Alhalafawy, W. S. (2024). Exploring the Enablers of IoT in Education: A Qualitative Analysis of Expert Tweets. Journal of Infrastructure, Policy and Development, 8(10), 5079. https://doi.org/10.24294/jipd.v8i10.5079
45. Najmi, A. H., Alhalafawy, W. S., & Zaki, M. Z. T. (2023). Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction. Sustainability, 15(4), 3185. https://doi.org/https://doi.org/10.3390/su15043185
46. Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
47. Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58.
48. Saleem, R. Y., Zaki, M. Z., & Alhalafawy, W. S. (2024). Improving awareness of foreign domestic workers during the COVID-19 pandemic using infographics: An experience during the crisis. Journal of Infrastructure, Policy and Development, 8(5), 4157. https://doi.org/10.24294/jipd.v8i5.4157
49. Squire, K. (2008). Video games and education: Designing learning systems for an interactive age. Educational Technology, 48(2), 17–26.
50. Zaki, M. Z. T., El-Refai, W. Y., Alharthi, M. A., Al-Hafdi, F. S., Najmi, A. H., Bakey, F. M. A. E., & Alhalafawy, W. S. (2024). The Effect of Mobile Search Retrieval Types on Self-Regulated Learning Among Middle School Students. Journal of Ecohumanism, 3(8). https://doi.org/10.62754/joe.v3i8.5005
51. Zaki, M. Z. T., El-Refai, W. Y., Najmi, A. H., Al-Hafdi, F. S., Alhalafawy, W. S., & Abd El Bakey, F. M. (2024). The Effect of Educational Activities through the Flipped Classroom on Students with Low Metacognitive Thinking. Journal of Ecohumanism, 3(4), 2476-2491. https://doi.org/10.62754/joe.v3i4.3770
52. Zohdi, A. M., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). The Role of Digital Platforms in Studying the Holy Qur’an: A Case Study based on the Voices of Students from Diverse Cultures at the Prophet’s Mosque. Journal of Ecohumanism, 3(7), 3050-3062. https://doi.org/10.62754/joe.v3i7.4440
2. الزهراني، م. (2019). أثر استخدام الألعاب الإلكترونية التعليمية على تنمية مهارات التفكير العليا لدى طلاب المرحلة المتوسطة. مجلة العلوم التربوية والنفسية، 3(2)، 78–95.
3. القحطاني، س. (2020). دور الألعاب الرقمية في تعزيز الدافعية للتعلم: دراسة تطبيقية على طلاب المرحلة الثانوية. المجلة السعودية للعلوم التربوية، 5(4)، 112–130.
4. المالكي، ع. (2021). فاعلية توظيف ألعاب الإنترنت في تدريس مفاهيم البرمجة لطلاب المرحلة المتوسطة. مجلة تكنولوجيا التعليم، 6(1)، 85–102.
5. الشمري، ن. (2021). تحديات دمج الألعاب الإلكترونية في التعليم: دراسة استطلاعية لآراء المعلمين. المجلة العربية للتربية النوعية، 5(3)، 150–168.
6. وزارة التعليم. (2021). مبادرة مدرسة المستقبل.
7. وزارة التعليم. (2022). الإطار الوطني لمهارات القرن الحادي والعشرين. الرياض: وزارة التعليم.
8. وزارة الاتصالات وتقنية المعلومات. (2023). تقرير التحول الرقمي في المملكة العربية السعودية. الرياض: وزارة الاتصالات وتقنية المعلومات.
9. رؤية المملكة 2030. (2016). رؤية المملكة العربية السعودية 2030. الرياض: مجلس الشؤون الاقتصادية والتنمية.
10. Alanzi, N. S., & Alhalafawy, W. S. (2022a). Investigation The Requirements For Implementing Digital Platforms During Emergencies From The Point Of View Of Faculty Members: Qualitative Research. Journal of Positive School Psychology (JPSP), 9(6), 4910-4920.
11. 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.
12. Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review. International Journal of Interactive Mobile Technologies (iJIM), 18(7), 188-212. https://doi.org/10.3991/ijim.v18i07.45335
13. Al-Hafdi, F. S., & AlNajdi, S. M. (2024). The effectiveness of using chatbot-based environment on learning process, students’ performances and perceptions: A mixed exploratory study. Education and Information Technologies, 29(15), 20633-20664. https://doi.org/10.1007/s10639-024-12671-6
14. Al-Halafawi, W. S. M. (2011). E-learning, innovative applications. Cairo, Egypt: Dar Al-Fikr Al-Arabi 0.
15. 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.
16. 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), pp. 107-123. https://doi.org/10.3991/ijim.v13i08.10725
17. 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. https://doi.org/https://doi.org/10.3991/ijet.v17i06.28885
18. 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).
19. 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. https://doi.org/10.3991/ijim.v15i13.21253
20. Al-Halfawi, W. (2006). Educational technology innovations in the information age. Amman: Zarqa House for Distribution and Publishing, 126.
21. Al-Halfawi, W. S. (2009). Designing an e-learning system based on some web applications and its effectiveness in developing cognitive achievement, innovative thinking and the trend towards its use by the educational technology student. Journal of Educational Technology, 19(4), 63-158.
22. Al-Halfawi, W. S., & Tawfik, M. Z. (2020). Educational Technology Innovations 2.0: Models to Support Sustainable Education. Cairo: Art House for Publishing and Distribution.
23. Al-Halfawi, W., & Zaki, M. (2015). Educational Technology from Traditional to Digital, Jeddah. King Abdulaziz University Press, Scientific Publishing Center.
24. 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.
25. 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. https://doi.org/10.24294/jipd.v8i8.4837
26. 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), 3393-3304. https://doi.org/10.62754/joe.v3i8.5004
27. 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), 3404-3416. https://doi.org/10.62754/joe.v3i8.5003
28. 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. https://doi.org/10.62754/joe.v3i3.3331
29. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). Chatbots in Education. In S. Papadakis & M. Kalogiannakis (Eds.), Empowering STEM Educators With Digital Tools (1 ed., pp. 137-154). IGI Global Scientific Publishing, Hershey, USA. https://doi.org/10.4018/979-8-3693-9806-7.ch006
30. 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.
31. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1305. https://doi.org/https://doi.org/10.3390/su15021305
32. 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.
33. 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
34. 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
35. Annetta, L. A. (2010). The "I’s" have it: A framework for serious educational game design. Review of General Psychology, 14(2), 105–112.
36. Azmy, N., Alhalafawy, W., & Anwar, R. (2014). Virtual educational tours. Interactive learning environments, 495-545.
37. Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., ... & Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178–192.
38. Clark, A. C., & Ernst, J. V. (2009). Gaming research for technology education. Journal of STEM Education: Innovations and Research, 10(1), 25–30.
39. Gee, J. P. (2003). What video games have to teach us about learning and literacy. Palgrave Macmillan.
40. Gee, J. P. (2007). What video games have to teach us about learning and literacy. Palgrave Macmillan.
41. 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. https://doi.org/10.62754/joe.v3i7.4556
42. Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. Internet and Higher Education, 8(1), 13–24.
43. Muhammad, A.-H. W. S., & Zaki, Z. (2018). The effectiveness of mobile applications in enhancing national belonging among some young people in the Kingdom of Saudi Arabia. The Egyptian Journal of Specialized Studies,(19), 223-249.
44. Najmi, A. H., Alameer, Y. R., & Alhalafawy, W. S. (2024). Exploring the Enablers of IoT in Education: A Qualitative Analysis of Expert Tweets. Journal of Infrastructure, Policy and Development, 8(10), 5079. https://doi.org/10.24294/jipd.v8i10.5079
45. Najmi, A. H., Alhalafawy, W. S., & Zaki, M. Z. T. (2023). Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction. Sustainability, 15(4), 3185. https://doi.org/https://doi.org/10.3390/su15043185
46. Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
47. Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58.
48. Saleem, R. Y., Zaki, M. Z., & Alhalafawy, W. S. (2024). Improving awareness of foreign domestic workers during the COVID-19 pandemic using infographics: An experience during the crisis. Journal of Infrastructure, Policy and Development, 8(5), 4157. https://doi.org/10.24294/jipd.v8i5.4157
49. Squire, K. (2008). Video games and education: Designing learning systems for an interactive age. Educational Technology, 48(2), 17–26.
50. Zaki, M. Z. T., El-Refai, W. Y., Alharthi, M. A., Al-Hafdi, F. S., Najmi, A. H., Bakey, F. M. A. E., & Alhalafawy, W. S. (2024). The Effect of Mobile Search Retrieval Types on Self-Regulated Learning Among Middle School Students. Journal of Ecohumanism, 3(8). https://doi.org/10.62754/joe.v3i8.5005
51. Zaki, M. Z. T., El-Refai, W. Y., Najmi, A. H., Al-Hafdi, F. S., Alhalafawy, W. S., & Abd El Bakey, F. M. (2024). The Effect of Educational Activities through the Flipped Classroom on Students with Low Metacognitive Thinking. Journal of Ecohumanism, 3(4), 2476-2491. https://doi.org/10.62754/joe.v3i4.3770
52. Zohdi, A. M., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). The Role of Digital Platforms in Studying the Holy Qur’an: A Case Study based on the Voices of Students from Diverse Cultures at the Prophet’s Mosque. Journal of Ecohumanism, 3(7), 3050-3062. https://doi.org/10.62754/joe.v3i7.4440
Published
2025-06-10
How to Cite
Khalid Khuwaylid Ali Alqarni. (2025). The Effectiveness of using Internet of Toyes in developing Critical thinking Skills among Middle School Students . Journal of Educational and Human Sciences, (45), 295-311. https://doi.org/10.33193/JEAHS.45.2025.646
Issue
Section
المقالات
Copyright (c) 2025 خالد خويلد علي القرني
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
