أثر التلعيب على تحفيز الطلاب واندماجهم في التعلم: دراسة تطبيقية ‏

Aguilar, S. J., Holman, C., & Fishman, B. J. (2018). Game-inspired design: Empirical evidence in support of gameful learning environments. Games and Culture, 13(1), 44-70.

Alsawaier, R. (2018). The effect of gamification on motivation and engagement. International Journal of Information and Learning Technology, 35(1), 56-79.

Annetta, L., Minogue, J., Holmes, S., & Cheng, M. (2009). Investigating the impact of videogames on high school students’ engagement and learning about genetics. Computers & Education, 53(1), 74-85.

Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427–445. https://doi.org/10.1016/j.jsp.2006.04.002

Attali, Y., &Arieli-Attali, M. (2015). Gamification in assessment: Do points affect test performance?.Computers & Education, 83, 57-63.‏

Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic need satisfaction: A motivational basis of performance and well- being in two work settings. Journal of Applied Social Psychology, 34(10), 2045–2068.

Barab, S., Thomas, M., Dodge, T., Carteaux, R., &Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology, Research & Development, 53(1), 86 – 107.

Batson, L., & Feinberg, S. (2006). Game designs that enhance motivation and learning for teenagers. Electronic Journal for the Integration of Technology in Education, 5, 34 – 43.

Berkling, K., & Thomas, C. (2013). Gamification of a software engineering course. International Conference on Interactive Collaborative Learning, United Kingdom.

Brooks, R., Brooks, S., & Goldstein, S. (2012). The power of mindsets: Nurturing engagement, motivation, and resilience in students. Handbook of research on student engagement, 541-562.‏

Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive learning environments, 24(6), 1162-1175.‏

Challco, G. C., Moreira, D. A., Bittencourt, I. I., Mizoguchi, R., & Isotani, S. (2015). Personalization of gamification in collaborative learning contexts using ontologies. IEEE Latin America Transactions, 13(6), 1995-2002.‏

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper & Row.

Davis, M. H., & McPartland, J. M. (2012). High school reform and student engagement. Handbook of research on student engagement, 515-539.‏

Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian psychology/Psychologie canadienne, 49(1), 14.‏

Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1), 1-36.‏

Dicheva, D., Dichev, C., & Irwin, K. (2018). Motivating and Engaging Students through Gamification. In International Conference on Advanced Learning Technologies.‏

Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75–88.

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. (2nd ed.). Pearson Education Limited.

Elshemy, N. (2017, May). Impact of Gamification strategy on academic achievement and achievement motivation toward learning. In Proceedings of Teaching and Education Conferences (No. 4907055). International Institute of Social and Economic Sciences.‏ https://doi.org/10.20472/TEC.2017.004.003.

Francisco-Aparicio, A., Gutiérrez-Vela, F. L., Isla-Montes, J. L., & Sanchez, J. L. G. (2013). Gamification: analysis and application. New trends in interaction, virtual reality and modeling, 113-126.‏

Gafni, R., Achituv, D., Eidelman, S., & Chatsky, T. (2018). The effects of gamification elements in e-learning platforms. Online Journal of Applied Knowledge Management, 6(2), 37–53. https://doi.org/10.36965/ojakm.2018.6(2)37-53.

Gee, J. P. (2010). A situated-sociocultural approach to literacy and technology. The new literacies: Multiple perspectives on research and practice, 165, 193.‏

Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, N.Y.: Palgrave Macmillan

Griffiths, A. J., Lilles, E., Furlong, M. J., & Sidhwa, J. (2012). The relations of adolescent student engagement with troubling and high-risk behaviors. Handbook of research on student engagement, 563-584.‏

Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In Handbook of research on student engagement (pp. 601-634). Boston, MA: Springer US.‏

Hamari, J., Koivisto, J., & Sarsa, H. (2014, January). Does gamification work?--a literature review of empirical studies on gamification. In 2014 47th Hawaii international conference on system sciences (pp. 3025-3034). Ieee.‏

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.‏

Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: John Wiley & Sons.

Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. Handbook of research on effective electronic gaming in education, 1-32.‏

Kingsley, T. L. &Grabner-Hagen, M.M. (2015). Gamification: Questing to integrate content, knowledge, literacy, and 21st-century learning. Journal of Adolescent & Adult Literacy, 51-61.

Koivisto, J. &. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179–188.

Kotob, M. M., & Ibrahim, A. (2019). Gamification: The effect on students’ motivation and achievement in language learning. Journal of Applied Linguistics and Language Research, 6(1), 177-198.‏

Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 141, 5–20. https://doi.org/10.1002/ir.283.

Leaning, M. (2015). A study of the use of games and gamification to enhance student engagement, experience, and achievement on a theory-based course of an undergraduate media degree. Journal of Media Practice, 16(2), 155-170.

Lin, S. H., & Huang, Y. C. (2018). Assessing college student engagement: Development and validation of the student course engagement scale. Journal of Psychoeducational Assessment, 36(7), 694-708.‏

Liu, M., Rosenblum, J., Horton, L., & Kang, J. (2014). Designing science learning with game-based approaches. Computers in the Schools, 31(1-2), 84 – 102. https://doi.org/10.1080/07380569.2014.879776.

Moreno, J. (2012). Digital competition game to improve programming skills. Educational Technology & Society, 15(3), 288-297.

O'Donovan, S., Gain, J., & Marais, P. (2013, October). A case study in the gamification of a university-level games development course. In Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference (pp. 242-251). https://doi.org/10.1145/2513456.2513469.

Papastergiou, M. (2009). Digital game-based learning in high school computers science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.

Rojas-López, A., Rincón-Flores, E., Mena, J., García-Peñalvo, F. & Ramírez-Montoya, M. (2019). Engagement in the course of programming in higher education through the use of gamification. Universal Access in the Information Society, 18, 583–597. https://doi-org.sdl.idm.oclc.org/10.1007/s10209-019-00680-z.

Russell, J., Ainley, M., & Frydenberg, E. (2005). Issues digest: Motivation and engagement. Australian Government: Department of Education, Science and Training. Retrieved from Australian Government: Department of Education, Science, and Trading website: http://www. dest. gov. au/sectors/school_education/publications_resources/schooling_90 issues_digest

Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents’ motivation, engagement, and achievement in school. Educational Psychologist, 35(2), 101–111.

Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.

Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380.‏

Schlechty, P. C. (2001). Shaking up the schoolhouse: How to support and sustain educational innovation. San Francisco: Jossey-Bass.

Seaborn, K., & Fels, D. (2015). Gamification in theory and action: a survey. International Journal of Human-Computer Studies, 74, 14-31.

Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345–353. https://doi.org/10.1016/j.chb.2012.06.007.

Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571.

Squire, K. (2003). Video games in education. International Journal Intelligent Games & Simulation, 2(1), 49–62.

Tuan, H., Chin, C., & Shieh, S. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639–654.

Willms, J. D. (2003). Student engagement at school. A sense of belonging and participation. Paris: Organisation for Economic Co-operation and Development, 1-84.‏

Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. Sebastopol: O'Reilly Media.

Zichermann, G., & Linder, J. (2013). The gamification revolution. New York: McGraw-Hill Education.