فاعلية التدريس باستخدام تطبيق هاتفي قائم على منحى التلعيب في تنمية الدافعية للإنجاز لدى طلبة الصف الرابع الأساسي في ظل جائحة كورونا (Covid-19)  (مستلة من أطروحة دكتوراة)

Huda A.  Al. Hosni; Sulaiman M.  Al-Balushi; Abdullah Kh. Ambusaidi; Hussain A.  Al.Kharusi

doi:10.35516/edu.v50i2 -S1.1828

Authors

Huda A. Al. Hosni 1 Curriculum and Instruction Department -College of Education Sultan Qaboos University, Sultanate of Oma https://orcid.org/0000-0002-5422-120X
Sulaiman M. Al-Balushi Ministry of education, Sultanate of Oman. https://orcid.org/0000-0002-4080-1203
Abdullah Kh. Ambusaidi Department of Psychology -College of Education-Sultan Qaboos University
Hussain A. Al.Kharusi Department of Psychology -College of Education-Sultan Qaboos University https://orcid.org/0000-0002-5822-9188

DOI:

https://doi.org/10.35516/edu.v50i2%20-S1.1828

Keywords:

Gamification, achievement motivation, mobile application, Covid-19 pandemic

Abstract

Objectives: This study aims to investigate the impact of teaching using a gamification approach-based mobile application on achievement motivation for fourth-grade students in Oman during the COVID-19 pandemic.

Methods: The quasi-experimental approach was used. The sample consisted of 108 fourth-grade students, with 55 students assigned to the experimental group and 53 students to the control group. A mobile application called "Dr. Science" was designed based on the principles of the gamification approach and was implemented for the experimental group. The achievement motivation scale was used to measure the students' motivation, and its validity and reliability were verified. Pre- and post-tests were conducted for both study groups.

Results: The study found statistically significant differences in the posttest between the two groups, favoring the experimental group. However, there were no statistically significant differences attributed to gender. Additionally, the study did not find a statistically significant interaction between the teaching method and gender in the post-test.

Conclusions: The study recommends that science educators consider designing mobile applications based on the principles of the gamification approach to support achievement motivation, particularly during crises like the COVID-19 pandemic.

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