أثر استخدام التَّلعيب في بيئة التَّعلُّم الإلكترونيّ في دافعيَّة تعلُّم اللُّغة العربيَّة لطلبة الصَّفّ الثَّامن الأساسيّ في العاصمة عمَّان

Manal  Abu Mazer; Khaled  Al-Ajlouni

doi:10.35516/edu.v50i3.3086

Authors

Manal Abu Mazer Department of Educational Technology, Faculty Of Educational Sciences, Arab Open University, Amman, Jordan. https://orcid.org/0000-0002-2487-4330
Khaled Al-Ajlouni Department of Curriculum and Teaching, Faculty of Educational Sciences, The University of Jordan, Amman, Jordan https://orcid.org/0000-0002-7284-2499

DOI:

https://doi.org/10.35516/edu.v50i3.3086

Keywords:

Gamification, e-learning environment, motivation

Abstract

Objectives: The study aims at revealing the effect of using gamification in the e-learning environment to motivate learning Arabic for eighth-grade students in Amman.

Methods: The study used a quasi-experimental methodology and developed a motivation scale that consisted of (40) items whose validity and reliability indicators were extracted. The study relied on purposive sampling in selecting (50) students from the eighth grade at The New English School. The sample was randomly divided into two groups: (25) students as a control group and (25) students as an experimental group.

Results: The results revealed that there were significant differences among the eighth-grade students’ mean scores on the Arabic learning motivation scale which was based on the dimensional analysis of the teaching method (using gamification or the traditional method). That is, the differences came out in favor of using gamification. However, there were no statistically significant differences based on gender at (α ≤ 0.05) among the eighth-grade students’ mean scores on the Arabic learning motivation scale for the experimental group.

Conclusions: The study recommends using gamification in teaching Arabic and other subjects as well as integrating gamification in the curricula for different academic stages.

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