Gamification-based learning is one of the interactive and student-centered instructional strategies that has emerged as a result of academic attempts to fulfill the needs of the current period. This method has been adopted by scholars, administrators, and teachers, and it has been applied in academic contexts. Thus, the study used an electronic gamification program to improve reading comprehension skills in Saudi first-graders. Using a gamified computer application and a reading comprehension assessment, the study achieved its goals. The sample was comprised of 46 students split into two groups. Each group had 23 students. The researchers analyzed the data using SPSS. The experimental and control groups did not differ statistically in the reading comprehension test. When comparing the experimental group’s reading comprehension before and after test results, there were statistically significant changes in favor of the postmeasurement. The study suggested employing a gamified electronic application to teach English to first-graders. In addition, the findings of research which were looked at to determine whether or not the use of gamification Saudi Arabia was beneficial pointed mostly to the advantages of learning via gamification-based platforms. In addition to this, the systematic review offers helpful advice for both future researchers and practitioners.
Based on the instructors' and the students' viewpoints, this study identifies and investigates the positive and negative effects of the pandemic (COVID-19) on the postgraduate programs in the Curricula and Teaching Methods Department (Department hereafter) at IMSU. The study provided a system for creating postgraduate programs at IMSU in the wake of the pandemic experience by employing descriptive survey methodology and designing a series of questionnaires. The study sample comprised 53 teaching staff individuals and 90 male and female graduate students studying in the Department at IMSU at the masters and doctoral levels. The results found that the study sample respondents' responses regarding the pandemic's positive effects on the postgraduate programs reached 3.85, indicating that the respondents' approval rate is very high. The study sample respondents' responses regarding the pandemic's negative effects on the University's postgraduate programs reached 3.43, signaling that the approval rate is high among the respondents. Accordingly, the network's poor service in remote areas and the absence of effective technical support to the e-learners and teachers are the significant negative effects of the pandemic recorded by the study's respondents on education. Received: 25 March 2022 / Accepted: 26 June 2022 / Published: 5 July 2022
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