<p class="MsoNormal"><span style="font-size: 9pt; font-family: 'Times New Roman', serif;" lang="EN-US">The aim of the study at hand was to examine students' perceptions of game elements used in gamification application. ClassDojo, as a study case, was implemented class-wide in a Moroccan High School EFL classroom. Data was gathered and saved directly through the application. It is qualitative research that opted for structured interviews to collect data. The findings were evaluated in so far as class motivation, participation, cooperation, discipline, attendance, and classroom discourse are concerned. This study has shown a crystal clear improvement in terms of discipline, motivations and classroom participation, suggesting the great need to conduct more research with a view to determine if these areas could be positively or negatively impacted when integrating ClassDojo in classroom management on a large scale. The findings of this study are of much significance to decision makers, curriculum developers, syllabus designers, and teachers in both senior and junior schools in Morocco</span><span style="font-size: 9pt; font-family: Arial, sans-serif;" lang="EN-US">.</span></p>
The study aimed at examining the effect of adopting blended learning on Moroccan high school students’ English language proficiency. This has been essentially achieved through relying both on face-to-face classroom interactions and using “Google classroom”, which is a free online learning platform. The researcher opted for a quasi-experimental design to gauge the impact of implementing a blended learning model on the research sample. This study enlisted the participation of 79 Moroccan first-year Baccalaureate students who were divided into two separate but homogenous groups. The experimental group was taught using the blended learning model, and the control group was tutored in a traditional learning environment. The mean scores’ differences of the pre-test and the post-test asserted that, in comparison to the face-to-face learning, the blended learning model adopted was significantly impactful in improving the language proficiency level of the treatment group. However, no significant gender differences were observed in this regard. In essence, this piece of research has placed much emphasis on the idea that the efficient incorporation of ICT, particularly blended learning, into the learning/teaching process can help satisfy students’ needs, increase their motivation, and eventually enhance their language mastery.
This is a quantitative study that aimed at investigating the extent to which Moroccan adolescent students are addicted to social media platforms. Kimberly Young’s Internet Addiction Test was adopted and adjusted to serve the objective of this study. The sample consisted of 200 Moroccan adolescent students from the region of Meknes. The results highlighted that Facebook is the most frequently used social media site among participants, while twitter is the least. Furthermore, when they go online, they prefer to communicate with family and friends, entertain themselves, and read about social issues. To add, the findings revealed that only 11% of participants are severely addicted to social media, 24 % are MILD or average social media users, and 61 % were reported to be moderately addicted. On the other hand, the test showed that 3.5 % of participants are not social media addicts. Finally, a statistically significant difference was proven among students in terms of their social media addiction level based on their educational stream. In the same vein, no statistically significant difference was revealed based on gender.
Access to the internet is easier and faster than ever, forcing most people around the globe to adopt a web-based lifestyle. This generates tons of online footprint data, which feeds digital systems and leads to massive information abundance. To address this issue, people, especially teens, who are the most social media users, need to develop certain skills to use these platforms constructively. According to recent evidence, social media literacy (SML) is a golden choice to attain this goal. Considering this, the goal of this study was to implement an online SML course in a Moroccan educational setting and assess how well it could prepare millennials to use social media. The research population covered Moroccan baccalaureate students. The researcher used an experimental design, hallmarking the participation of a control and an experimental group. The mean scores’ differences of the pre-test and the post-test suggested that the course was significantly impactful in improving the SML level of the treatment group. It is hoped that this research will contribute to the online empowerment of Moroccan students, urge policymakers to officially recognize SML in the Moroccan educational system, and help syllabus designers and educators create SML programs that meet the needs of this generation.
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