فاعلية بيئة تعليمية قائمة على التلعيب في تنمية مهارات التعلم العميق لدى الطالبات المعلمات بجامعة الأقصى

Intisar Mahmoud  Naji; Magdy Said  Aqel

doi:10.35516/edu.v50i2.237

Authors

Intisar Mahmoud Naji قسم المناهج وطرق التدريس، كلية التربية، جامعة الأقصى، غزة، فلسطين https://orcid.org/0009-0001-5874-645X
Magdy Said Aqel https://orcid.org/0000-0002-3589-816X

DOI:

https://doi.org/10.35516/edu.v50i2.237

Keywords:

Deep learning skills, gamification, e-learning environments, thinking skills, effective communication and collaboration

Abstract

Objectives: To investigate the effectiveness of an educational environment based on gamification in developing deep learning skills among female student teachers at Al-Aqsa University.

Methods: The researchers employed the experimental method and the descriptive-analytical method. They prepared three tools: a test to measure thinking skills (critical, creative, problem-solving), a test to measure digital cognitive skills, and a card to monitor effective communication and cooperation skills. These tools were applied to a sample of 93 female students from the College of Education, randomly distributed into two groups. The control group (47 students) learned through the Moodle learning management program, while the experimental group (46 students) used the gamified educational environment.

Results: The research concluded that there are statistically significant differences at α = 0.05 between the average scores of the students in the control and experimental groups. These differences were observed in the thinking skills test (critical, creative, problem-solving), the digital cognitive skills test, and the effective communication and cooperation skills monitoring card, favoring the experimental group.

Conclusions: The study shows a significant positive impact of the educational environment based on gamification on deep learning skills. The researchers recommend utilizing this approach in teaching topics related to technological innovations, as well as in the production of educational software for teacher preparation programs in colleges and universities. Furthermore, they emphasize the need for the development of teacher preparation programs to align with the skills required for deep learning and the design of effective digital content.

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