درجة وعي معلمي المرحلة الأساسية في العاصمة عمان باستراتيجية التلعيب

Esra'a Dawood   Al-Sallal; Yousef Mhmoud  Arouri

doi:10.35516/edu.v51i3.5992

Authors

Esra'a Dawood Al-Sallal Department of Curriculum and Instruction, School of Educational Sciences, The University of Jordan, Amman, Jordan https://orcid.org/0009-0001-4184-9612
Yousef Mhmoud Arouri Department of Curriculum and Instruction, School of Educational Sciences, The University of Jordan, Amman, Jordan https://orcid.org/0000-0002-0391-433X

DOI:

https://doi.org/10.35516/edu.v51i3.5992

Keywords:

Level of awareness, gamification strategy, primary school teachers, Amman, Jordan

Abstract

Objectives: This study aimed to reveal the level of awareness among primary school teachers in Amman regarding the gamification strategy and its relationship with variables such as the type of school, specialization, and educational qualifications.

Methods: To achieve the study's objectives, a descriptive analytical method was used. A study tool (questionnaire) was developed and distributed after verifying its validity and reliability to a sample of 363 teachers from public and private schools in the University District of Amman during the first semester of the 2022/2023 academic year. The sample was selected using a stratified random sampling method.

Results: The results showed that the level of awareness of primary school teachers in Amman regarding the gamification strategy was high. Additionally, there were statistically significant differences in the level of awareness among primary school teachers in Amman regarding the gamification strategy attributed to the type of school, favoring private schools in all areas except the fifth area related to awareness of obstacles. There were no statistically significant differences attributed to the variable of specialization in all areas except the first area related to awareness of the concept, favoring humanities specializations. There were also no statistically significant differences attributed to the educational qualification variable.

Conclusion: In light of these results, it is recommended to continue holding training courses related to gamification, especially in public schools, and to develop guides for teachers on gamification, its types, and its applications in the educational process.

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