International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
line decor
  
line decor

 Volume 9, Issue 9 (September 2022), Pages: 41-52

----------------------------------------------

 Original Research Paper

 Exploring teachers’ perspectives on using gamification in teaching science in Saudi Arabia

 Author(s): Ali Alqarni *, Monira Alabdan

 Affiliation(s):

 Curriculum and Instruction Department, Umm Al-Qura University, Makkah, Saudi Arabia

  Full Text - PDF          XML

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-8253-9485

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2022.09.006

 Abstract:

This study explores utilizing gamification in teaching science at the school level in Saudi Arabia. Towards this end, a mixed-method approach, viz. parallel convergent, was adopted to collect data from a sample of teachers (n=200) via a questionnaire and an interview. The questionnaire encompassed two parts. The first part elicits information about the teachers. The second comprised 36 items making the three areas of the investigation- importance, use, and obstacles. Besides the questionnaire, six teachers were interviewed for an in-depth understanding of the findings surfaced from the questionnaire. Descriptive statistics yielded actual results, at the top of which the teachers’ favorable view of gamification in science lessons. They use gamification to a moderate degree in their teaching due to some obstacles, ranging from medium to high. The obstacles, administrative-based and teacher-related, led to reduced gamification uses. The statistical analysis of the data probed through a questionnaire identifies the variation in the informants’ responses according to their specializations, qualifications, and teaching experiences. Data elicited from the interviews reinforced such statistical findings that concluded showing no statistically significant differences between their responses at the level of significance (α≤0.05).

 © 2022 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Teaching techniques, Modern techniques, Gamification, E-learning, Teaching methods

 Article History: Received 12 March 2022, Received in revised form 26 May 2022, Accepted 30 May 2022

 Acknowledgment 

No Acknowledgment.

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Alqarni A and Alabdan M (2022). Exploring teachers’ perspectives on using gamification in teaching science in Saudi Arabia. International Journal of Advanced and Applied Sciences, 9(9): 41-52

 Permanent Link to this page

 Figures

 No Figure

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Table 8 Table 9 Table 10 Table 11 Table 12 Table 13 Table 14 Table 15 Table 16 

----------------------------------------------    

 References (19)

  1. Al-Azzawi RY (2008). Introduction to the scientific research method. Dar Degla, Amman, Jordan.   [Google Scholar]
  2. Araújo I and Carvalho AA (2022). Enablers and difficulties in the implementation of gamification: A case study with teachers. Education Sciences, 12(3): 191. https://doi.org/10.3390/educsci12030191   [Google Scholar]
  3. Armier DD, Shepherd CE, and Skrabut S (2016). Using game elements to increase student engagement in course assignments. College Teaching, 64(2): 64-72. https://doi.org/10.1080/87567555.2015.1094439   [Google Scholar]
  4. Brophy KP (2015). Gamification and mobile teaching and learning. In: Zhang Y (Ed.), Handbook of mobile teaching and learning: 91-105. Springer, Berlin, Germany. https://doi.org/10.1007/978-3-642-54146-9_8   [Google Scholar]
  5. Burkey DD, Anastasio DD, and Suresh A (2013). Improving student attitudes toward the capstone laboratory course using gamification. In the 2013 ASEE Annual Conference and Exposition, Atlanta, USA: 23-718.   [Google Scholar]
  6. Chevtchenko A (2013). Gamified education: Introducing game elements into the school environment to enhance student motivation and performance. Erasmus University Rotterdam, Rotterdam, Netherlands.   [Google Scholar]
  7. Chou YK (2019). Actionable gamification: Beyond points, badges, and leaderboards. Packt Publishing, Birmingham, UK.   [Google Scholar]
  8. Creswell JW and Creswell JD (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications, Thousand Oaks, USA‏.   [Google Scholar]
  9. Dichev C and 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. https://doi.org/10.1186/s41239-017-0042-5   [Google Scholar]
  10. Dikli S (2003). Assessment at a distance: Traditional vs. alternative assessments. Turkish Online Journal of Educational Technology-TOJET, 2(3): 13-19.   [Google Scholar]
  11. Filgona J, Sakiyo J, Gwany DM, and Okoronka AU (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10(4): 16-37. https://doi.org/10.9734/ajess/2020/v10i430273   [Google Scholar]
  12. Grant ES, Shankararaman V, and Loong JLK (2014). Experimenting with gamification in the classroom. In the 2014 IEEE 6th Conference on Engineering Education, IEEE, Istanbul, Turkey: 79-83. https://doi.org/10.1109/ICEED.2014.7194692   [Google Scholar]
  13. Güneş F (2020). Discussions of memorization in education. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 6(3): 409-418.   [Google Scholar]
  14. Ibanez MB, Di-Serio A, and Delgado-Kloos C (2014). Gamification for engaging computer science students in learning activities: A case study. IEEE Transactions on Learning Technologies, 7(3): 291-301. https://doi.org/10.1109/TLT.2014.2329293   [Google Scholar]
  15. Lee BC (2019). The effect of gamification on psychological and behavioral outcomes: Implications for cruise tourism destinations. Sustainability, 11(11): 3002. https://doi.org/10.3390/su11113002   [Google Scholar]
  16. Loos LA and Crosby ME (2017). Gamification methods in higher education. In the International Conference on Learning and Collaboration Technologies, Springer, Cham, Switzerland: 474-486. https://doi.org/10.1007/978-3-319-58509-3_37   [Google Scholar]
  17. Rincon-Flores EG, Mena J, and López-Camacho E (2022). Gamification as a teaching method to improve performance and motivation in tertiary education during COVID-19: A research study from Mexico. Education Sciences, 12(1): 49. https://doi.org/10.3390/educsci12010049   [Google Scholar]
  18. Smiderle R, Rigo SJ, Marques LB, Peçanha de Miranda Coelho JA, and Jaques PA (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1): 1-11. https://doi.org/10.1186/s40561-019-0098-x   [Google Scholar]
  19. Taber K (2017). Reflecting the nature of science in science education. In: Taber KS and Akpan B (Eds.), Science education. New directions in mathematics and science education. Sense Publishers, Rotterdam, Netherlands. https://doi.org/10.1007/978-94-6300-749-8_2   [Google Scholar]