THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
66
https://www.theamericanjournals.com/index.php/tajssei
PUBLISHED DATE: - 15-10-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue10-08
PAGE NO.: -66-88
CHALLENGES FACED BY TEACHERS IN
APPLYING GAMIFICATION IN TEACHING
ENGLISH
Sumaya Suleiman Mohammed Abu Zahra
Department of Curriculum and Instruction, College of Education, University
of Jeddah, Jeddah, Saudi Arabia
Hassan Saleem Alqurashi
Department of Curriculum and Instruction, College of Education, University
of Jeddah, Jeddah, Saudi Arabia
Orchid ID
: https://orcid.org/0000-0002-5190-3088
INTRODUCTION
The current era has seen a tremendous and rapid
development in almost all life areas. Much
significantly,
the
emergence
of
various
technologies has sped up the advancement of other
aspects of human life. Thus, the progress of a
country is no longer measured by the information
it possesses, but its ability to use technology to
organize and employ that information to serve
humanity. The most advanced county in the field of
information technology has become the most
RESEARCH ARTICLE
Open Access
Abstract
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
67
https://www.theamericanjournals.com/index.php/tajssei
powerful economically and financially (Al-
fuhailah, 2023; Abdelnabi, 2022).
Investing in human capital through education is
the basis for any human and social development. In
this respect, Saudi Arabia has embarked on
building its future with an ambitious vision. It has
directed all of its sectors towards developing
human capital to create strong generations able to
participate in the diverse transformation
processes (Salem & Abdelrazeq, 2023). Therefore,
it has focused on quality education as the real force
to achieve the vision. This is because educational
curricula and the standards for their construction
and
application
represent
an
aspiring
developmental response that is compatible and in
line with the rapid progress. They provide the
learners with knowledge, skills, and creative and
innovative capabilities to be ready to receive the
high digital technological revolution (Ismail, 2023;
Yaseen & Radia, 2022; Al Yousef, 2016).
Heeding technology and its applications is one of
the most important principles we must consider
when creating and/or developing curricula.
Besides, the curricula and the teachers must
provide learners with meaningful situations,
experiences, and activities and encourage their
thinking and research abilities. This can be done by
integrating and applying technology and making it
availabile in the teaching and learning processes.
Here, technology is a basic component in edution.
It plays a crucial requirement for all stages of
general education (Mdhlalose & Mlambo, 2023;
Shadiev et al., 2023; Fauzi et al., 2021; Yuyun,
2019).
In many countries where English is not people's
first or mother tongue, it has significantly become
the leading and most important foreign language.
It serves as a common and widely used means of
communication. In this respect, English language is
the greatest common language spoken universally.
It is the language of science and technology
worldwide (Chan & Lo, 2024; Nuriska, 2021; Rao,
2019). With the help of the emerging technology,
education is being revolutionized and the field of
English language learning is no exception. English
has a vital role in all aspects of life and has been
playing the main part in several sectors. Thus,
educators have to intensify their efforts to develop
curricula and urge teachers to use innovative
modern and fun appropriate teaching strategies in
teaching English. Furthermore, teachers in schools
should be keen to encourage students and increase
their motivation to learn English language (Zarei &
Fabregas, 2024; Shadiev et al., 2023; Adawiyah &
Gumartif. 2022; Nishanthi, 2018).
Technological development has evidently been a
decisive element to promote change and
innovation in education to fit the requirements of
the digital generations. Therefore, technology-
enhanced educational environments (TEEE) offer
diverse opportunities for students and educators
to support teaching and learning processes. In this
respect, educational research and studies have
proven that the most popular and widespread
modern technology is the integration of AR and VR;
the former denotes augmented reality, while the
later denotes virtual reality. Therefore, it
contributes to create positive, active and
interactive educational environments that enable
users to experience and explore virtual worlds
promoting the purposeful learning (Samarqandi &
Yamani, 2021; Sailer et al., 2021; Ahmed, 2021; Al-
Tawil, 2020).
New innovative approaches and techniques are
continually applied in education at all levels. The
aim is to keep students engaged, motivated, and
interested. Thus, gamification - game-based
learning-, which implies adding elements of games
to course, with its various techniques that
integrate technology into education and using
elements of designing games for a unique and
interesting gameful experience in non-game
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
68
https://www.theamericanjournals.com/index.php/tajssei
contexts and tasks, is an effective strategy in
teaching English. The motive behind adopting this
technique is rooted in the idea that teaching and
learning any language is a complicated process.
Besides, motivating and encouraging learners is
crucial if it were to accelerate their learning
(Songcun & Zuwati, 2023; Thurairasu; 2022;
Alzahrani & Alhalafawy, 2022; Al-Dosakee &
Ozdamli, 2021). The essence of gamification
involves using the motivational effect of games for
purposes beyond the entertaining nature of the
game. This notion is undoubtedly centered on the
marketing spread to various contexts like
education and business (Al-Shammari, 2019; Kapp,
2012).
Fortunately,
gamification
and
e-learning
(electronic/online learning; mainly by computers
and the internet forms) can be successfully
combined. Therefore, gamification in the context of
e- learning denotes a set of tools and techniques
that raise students' interests and incentives to use
and finish a course. To meet educational needs of
students, this strategy has widely been applied in
many teaching systems. Thus, its adoption is
significantly increasing in online learning (Cavu et
al., 2023; Alzahrani & Alhalafawy, 2022).
Significantly, gamification strategy improves
students'
motivation,
engagement
(with
educational materials and situations through AR
and VR games and digital devices), and learning
out-comes. Besides, it transforms learning from its
routine traditional form into learning with fun and
interactive nature, thus stimulating students'
desire to learn, encourages them to do more and
more learning activities, helps them understand
and focus on the subject being taught, provides
nice opportunities for them to explore, compete,
and excel in class, improves competitive traits,
thus making learners addicted to learn and
providing real-time feedback,.. etc. (Fitria, 2022b).
Furthermore, the said strategy can bring about
self-regulation for students. This is done by
creating opportunities for self-monitoring, which
sets clear expectations for the student. It promotes
problem solving,
which can help increase students’
motivation to learn (Al-Shammari, 2019; Gressick
& Langston, 2017). Notably, ESL learning denotes
that learners can participate and cooperate with
other peers in educational situations dominated by
purposeful
activities,
and
develop
good
communication skills and interactions with the
surrounding environment. Thus, they feel free to
express themselves within a socially acceptable
and enjoyableframework, with increasing creative
and innovative abilities (Redondo-Rodríguez et al.,
2022; Fitria, 2022; Deterding, et al, 2011; Al-Mwali,
2011).
Research Problem:
The whole world has become as a global village.
This indicates that people need a common
language, beside their mother tongue, to
communicate with each other all over the world.
Along with knowledge, communication and
information explosion, English has become this
common language. Therefore, learning English has
become essential (Rao, 2019).
Moreover, the significant development in using the
techniques and technological competencies and
their applications and knowledge manufacturing
mechanisms is well noticeable in recent years. In
this respect, digital transformation (DT) is one of
the key pillars of the Saudi Vision 2030 (Zhou &
Wei, 2018). Besides, KSA has the highest
digitalization in the educational sector (Alzubaid et
al., 2023).
The Saudi Ministry of Education (SME),
appreciating DT within the framework of the Saudi
Vision 2030, does its best to apply and benefit from
modern technologies in schools, thus transforming
schools into integrated digital environment which
is a requirement of the 21st century skills. As the
student is the source of real economy, the
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
69
https://www.theamericanjournals.com/index.php/tajssei
educational environment focuses on him. The aim
is to deliver knowledge and increase students’
academic achievements, along with developing the
teachers' scientific and educational capabilities
(Alzubaid et al., 2023; Alotaibi, 2021; Aldossary
2020).
Applying motivating strategies in ELT is an
important requirement, especially within e-
learning environments, together with the rapidly
and largely changed landscape of language
learning with the normalization of technologies in
people’s daily communication, and in accordance
to the recent global changes in educational
patterns, mainly during the COVID-19 pandemic
(Lăpădat & Lăpădat, 2024; Alyousif & Alsuhaibani,
2021).
Teachers with specific skills and various teaching
strategies play a significant role in motivating
learners to learn EFL. Therefore, English teachers
should adopt teaching methods and activities to
minimize the challenges faced during the
educational process and help learners improve
their performances (Ho et al., 2020). In this
respect, motivation is the most significant factor in
helping learners of EFL. Good motivation affects
the learners' willingness to practice using English
regularly. Moreover, inventiveness of EFL teachers
to plan and develop more creative and innovative
activities enhances learners' English skills
(Masadeh, 2022).
From this standpoint, there is a need to change
learning from passive to active knowledge
building. This is done via employing educational
electronic strategies, like games, that leads to
achieving remarkable success in e-learning
environments and hence the goals of Vision 2030
can be reached (Sailer et al., 2024). Gamification is
a useful strategy that enhances EFL learners'
motivation and fully engages them in the lesson.
Therefore, their full participation is guaranteed.
Games themselves can be effective techniques in
teaching any language not only the foreign one.
They are attractive and meanwhile attract the
attention of learners to use language in an
enjoyment and funny way (Masadeh, 2022). This
strategy aims to increase students' participation
by using some game techniques. These techniques
include leaderboards and feedback, along with
other techniques, which make students feel more
possessive and build a good relationship with the
new language. They also give teachers better tools
to guide and reward students and help them
develop self-confidence, thus achieving the desired
learning goals and outcomes (Sailer et al., 2024, Al-
Shammari, 2019; Hamari & Koivisto, 2014).
This is consistent with the results and
recommendations of previous studies concerned
with applying gamification strategy in teaching
EFL. Therefore, this study confirmed the necessity
of activating gamification in the educational
processes and using it within educational
environments to develop students’ knowledge at
all educational levels. The previous studies like Al-
Sabbagh (2023), Al-Ahmadi and Kansara (2023),
Alzubaidi et al. (2023), Masadeh (2022), Mayyas
(2022), Liu, et al. (2021), and Al-Shammari (2019)
emphasized this point. Thus, the researcher felt the
importance of investigating and identifying the
Obstacles faced by English language teachers
applying gamification strategy to teach English as
a foreign (EFL) language at the middle school
female students in Al-Taif, KSA, and how to manage
and/or overcome those obstacles.
Research Questions:
The main question of this research is:
What are the obstacles faced by English language
female teachers in Al-Taif to apply the gamification
strategy in teaching English at the middle schools?
Some sub-questions emerge:
a)
What are the obstacles faced by the female
teachers in middle schools at Al-Taif city when
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
70
https://www.theamericanjournals.com/index.php/tajssei
applying the gamification strategy in teaching EFL?
b)
What are the obstacles faced by the female
students in middle schools at Al-Taif city when
gamification strategy is applied to teach them EFL?
c)
What are the obstacles faced by the middle
school managers at Al-Taif city to apply
gamification strategy in teaching EFL?
d)
What are the curriculum-related obstacles
to apply the gamification strategy in teaching
EFL?
Research Objectives:
The current research aims to investigate the
obstacles faced by female teachers in applying the
gamification strategy in teaching EFL to middle
school female students at Al- Taif region in KSA,
through:
a)
Detecting and identifying the obstacles
faced by female teachers.
b)
Clarifying the obstacles faced by students.
c)
Revealing the obstacles associated with
schools managers.
d)
Identifying the obstacles associated with the
curriculum.
Significance of the research:
The importance of this research can be attributed
in part to the value of the sample members and
their influence on the educational processes, and
to the prominence of identifying the obstacles they
faced when applying the gamification strategy at
the middle schools in Al-Taif region.
This research reveals the most common obstacles
that affect the course of the educational process.
Besides, it suggests how to overcome those
obstacles. Thus, it contributes significantly to
achieving the educational goals and good learning
outcomes. In this way, it makes the implemented
plans successful.
The importance of the current research is also
evident in the following:
1-
The results that the research will reach may
be useful for reconsidering the techniques/
methods and tools used in learning EFL. In this
respect, making teaching environment more fun
and attractive can be achieved using the
gamification strategy.
2-
This research motivates English language
teachers to use the gamification strategy, allows
them to understand the mechanism/s to apply it,
and supports them in bridging the gap between
theory and reality.
3-
Assisting English language educators to
fulfill their responsibilities. This is done by offering
instructional
lessons
on
employing
the
gamification strategy.
4-
Gamification strategy creates more positive
learning environments for both the teachers and
the learners.
5-
Aiding
researchers
and
individuals
interested in the field of LEFL (mainly teachers) to
develop educational materials that utilize
gamification as a means to foster motivation for
English language learning.
6-
Guiding curriculum designers for English
language teaching towards the necessity of
incorporating engaging strategies, such as
gamification activities, to enhance students'
motivation for language learning.
7-
Providing a contemporary study on the
obstacles faced by teachers when applying the
gamification strategy in LEFL to middle school
female students.
Research Determinants:
-
Objective Determinants: Limited to the
degree of application of the gamification strategy
and the obstacles to its application.
-
Subjective/Human Scope: English language
female teachers for the middle stage in public
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
71
https://www.theamericanjournals.com/index.php/tajssei
education schools.
-
Timeframe: This research was applied in the
second semester of the academic year 1445 AH.
-
Spatial Determinants: The study is
conducted within middle schools for females in Al-
Taif, KSA.
Concepts and Procedural Terms of Research
Gamification:
Gamification is an innovative educational
approach that uses game elements and techniques
to achieve goals and solve problems in non-game
contexts like media, marketing, and education,
thus improving the user behavior (Al-Nadi, 2020).
The researcher defines gamification as "The
programs and activities applied by the teachers of
English language, through which the principles and
elements of games are used. Such elements include
rewards, achievements, points, appointments,
behavioral momenta, feedback, comfortable
productivity, etc... The games are used in various
educational situations through teaching processes
to encourage the non-native students and increase
their motivation to learn English as a foreign
language".
Obstacles:
Obstacles are the difficulties and complications
that prevent applying the gamification strategy to
teach English language at the middle school female
students in Al-Taif, KSA, and are identified through
the questionnaire conducted by the researcher and
applied to the English language female teachers of
the study sample.
Theoretical Framework and Review of the
Related Literature:
Theoretical Framework:
Meaning of Gamification:
The term "gamification" has emerged and spread
widely. It is an educational strategy that employs
game elements to help achieving a satisfied level of
engagement and effectiveness in the educational
environments. Educational studies have addressed
and developed this concept since 2015, as it has
been introduced as an educational strategy and
have focused on games elements which are viewed
as the most motivating tools of the gamification
strategy (Al-Ghamdi, 2020).
The concept of "gamification" has gained much
popularity in the educational field. However, the
literature indicates that gamification still lacks a
formal definition and strategic analyses through
scientific research to codify its design and employ
it effectively in teaching and learning processes. In
this respect, the term "gamification"; referring to
the use of game techniques and elements in a
framework other than the game framework, has
attracted the attention and interest of many people
who applied in many fields and different activities
to solve many problems related to the processes of
distance education and e-learning (Toda et al.,
2019; Kapp, 2012).
Elements/Components of Gamification:
A systematic review of gamification design
revealed different frameworks from various fields,
with many attempts to develop a structural
methodological framework; bridging the gap
between game designs and techniques, and
criticisms (Mora et, al, 2017)
The most frequently used in most educational
environments all over the world is the Mechanics-
Dynamics Aesthetics (MDA) framework. It divides
the game into three elements. These elements are:
Mechanics; that describe the specific components
of the game at the level of data, representations,
and algorithms. They represent the player actions
defined by system rules like points, levels and
quests. The mechanics clarify the nature of
interaction by determining the individual's
reactions to the use of the implemented. This seeks
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
72
https://www.theamericanjournals.com/index.php/tajssei
to satisfy human needs and desires, including the
desire for reward, self-expression, enthusiasm,
achievement, altruism, and competition, as it
includes these desires.
1-
Dynamics: This term describes the runtime
behavior of mechanisms acting on player input and
each other's outputs over time. The different
mechanisms
driving
interactions
include
interaction, behavior, practice and strategic
reactions to help the learner interact with the
game. Furthermore, these mechanisms include
levels, points, challenges, titles, virtual goods,
honor rolls and feedback mechanisms.
2-
Aesthetics: This term defines the affective
impact on users and describes what the player
needs to interact with the game system. Aesthetics
expresses the desired feelings in terms of spirit,
surprise, credibility, happiness, pride, satisfaction,
etc. Beyond the appearance of the game and the
visual element, it attracts the user's attention
through colors, diversity, originality, joy, and the
arts displaying the game stages. The same
framework can be used in reverse by designers to
target specific aesthetics and emotional responses,
as challenge, curiosity, self-expression, or
sensation (Abdelhamid et al., 2018; Korany &
Abosaif, 2016).
Types of Gamification:
Gamification can be categorized into two primary
forms:
1.
Structural Gamification involves the
integration of game elements into the educational
framework without modifying the underlying
subject matter. In this approach, gamification is
constructed around the existing learning content,
applying game mechanics to guide learners while
maintaining the integrity of the material. The focus
is primarily on motivating learners to advance
through the content by offering rewards and
incentives, rather than altering educational
objectives. Typical game mechanics employed in
this type include badges, points, and leaderboards.
2.
Content Gamification, on the other hand,
entails the modification of learning content to
incorporate game-like features. This method is
particularly effective when there is pre-existing,
useful content that could benefit from increased
interactivity
and
engagement.
Content
gamification employs game mechanics such as
challenges, storytelling, feedback loops, and
opportunities for failure to captivate learners.
Rewards are tailored to enhance engagement and
encourage continued participation in the learning
process, with the gamification elements often
embedded within the learning material itself,
including characters and narrative components
(Fuchs, 2023; Abadi et al., 2022).
Purposes of Gamification:
The objectives of gamification can be summarized
as follows:
3.
Cognitive objectives:
Gamification in education has a great role in
developing and improving mental and cognitive
abilities and skills, exploration and innovation.
Besides, it promotes social learning and
collaboration.
4.
Social objectives:
Gamification allows students to communicate with
peers (players), exchange roles between them,
learn the system, leadership, laws, rules and
decision-making, addresses some problems like
shyness, and qualifies the player for social
integration with others.
5.
Emotional or sentimental objectives:
Gamification enhances the learners' motivation
and sense of pride that accompanies them when
winning, sportsmanship, cooperation among
learners, self-expression, and character formation;
when they feel emotional intelligence and sensory
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
73
https://www.theamericanjournals.com/index.php/tajssei
awareness.
6.
Skill objectives:
Gamification enables the learner to master the
skills of speed, accuracy, planning and
organization, and problem solving.
7.
Physical objectives:
No doubt that gamification affects the human div;
in terms of stimulating and training the learner's
senses and muscles, and coordination of his
sensory, mental, nervous and muscular systems
(Abdelhamid et al., 2018).
Advantages of Applying Gamification in
Education:
Gamification has grown over time, with numerous
advantages for students at all educational levels.
The gamification strategy can be used with all
subjects and educational levels. In this respect,
gamification can be applied by itself with different
subjects without the need to find special material's
or components, like the educational games that
need a special game for each subject or educational
level. Besides, gamification provides immediate
and direct feedback. This strategy is easy to
manage by the teacher, alongside the possibility of
its use in or outside the classroom. Several studies
have confirmed the effectiveness of the
gamification in increasing engagement and
intrinsic motivation towards learning, and
retaining information. Gamification in education is
becoming a popular method to engage learners
(Pappas, 2014).
In the in-depth analytical study, especially the
internal (meta-) analysis conducted by Lister
(2015) on (19) studies related to gamification, the
researcher certified gami- fication to positively
affect motivation, performance, and academic
achievements, mostly among weak students.
Moreover, gamification makes the students felt as
if they master the course and energize them with a
desire to achieve, instead of just thinking about
getting grades, as they became more proactive and
initiative to complete the tasks (Lister, 2015).
In the same context, Al-Hadlaq (2019) defined the
merits of gamification as follows:
a.
Increaimg participation and interaction:
One of the most important advantages of
gamification is that it motivates and encourages
learners to participate in the activities or tasks
with which it was designed, so assist increasing
learners' interactions with the tasks to be
accomplished; by motivating them to achieve.
b.
Giving awards and incentives (points-
badges- levels):
Gamification awards and incentives are provided
to the learners when their evaluations are positive.
Gaining
awards
and
points
encourages
competition and increases interest.
The content is structured to build on previous
concepts; as learners advance through different
levels, maintaining their interest and momentum.
The level indicates the extent of the learner's
activity. A learner continues working hard until
reaching the highest level (mastery).
c.
Raise the spirit of competitiveness and
overcome challenges:
Learning processes include several skills, thus the
learner could master specific skills when
practicing a set of tasks.
d.
Fun and entertaining:
Through motivation via gamification strategy, the
learner not only tries to reach a specific goal or
solve a problem, but also enjoys what he practices,
and the challenges he faces till achieving the
desired goals.
Challenges of Applying Gamification in
Education:
The game design was suggested to be the biggest
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
74
https://www.theamericanjournals.com/index.php/tajssei
reasons for the failure of gamification in education;
so it must be designed according to standardized
standards, in addition to the gamification elements
appropriate to the learning topic. This must be
concerned to benefit the advantages of
gamification in education, and achieves the desired
goals. If the game elements are not aligned with the
learning objectives, they may not lead to
meaningful learning outcomes (Werbach &
Hunter, 2012).
From the previous literature, the researcher
concluded the following challenges and difficulties
those hinder or impede the application of
gamification in education:
1-
The absence of the concept of gamification
among those responsible for the educational
process and teachers in particular.
2-
Using gamification strategy not in an
organizational framework, which contributes to its
ineffectiveness.
3-
The inappropriateness of gamification
elements to learning objectives.
4-
Applying gamification in educational
content that cannot be employed.
5-
The high cost of designing and producing
gamification leads to poor designs of gamification,
due to the lack of appropriate financial
compensation.
6-
Problems that arise due to lack of time and
low investment.
7-
Obligating learners to gamify conflicts with
their freedom.
8-
Lack of a real benefit that helps to continue
participating in gamification.
9-
Improper application of gamification.
10- Weak
compatibility
of
learners'
characteristics with gamification elements (Fuchs,
2023; Abadi et al., 2022).
Disadvantages of Applying Gamification in
Education:
Despite the many advantages that have been
counted for the gamification strategy, it’s essential
to use it with caution. Every coin has two sides, and
gamification is not an exception. Some limitations
associated with implementing gamification in
education were indicated. Gamification depends
mainly on technology. Therefore, any school
lacking devices and Internet will face an obstacle to
implementing gamification. Moreover, not all
students have equal access to the educational
technology required for gamified learning,
potentially widening the gap between those with
and without digital resources. The Internet at
homes is curial to achieve the required game-
based assignments, but this may be unavailable in
some homes. Further, lack of internet in general
may lead to isolation. This is due to the inability to
connect. Some students may excel over others due
to their practice of these games, and this leads to a
decrease in the determination of others when
comparing them to others. It is also difficult to
apply games to all goals and skills, like written
articles, as games may not be suitable for the
content of the teacher's curriculum. Besides,
introducing gamification in education in an
inappropriate manner can inadvertently diminish
intrinsic motivation, by emphasizing external
rewards like badges and points too much. In this
respect, gamification makes the learners focusing
not on learning but on prizes, points, material
rewards, and badges. This limits the educational
goal to team members for obtaining the same
points despite their unequal performance within
the game (Ismail, 2022).
Review of the Related Literature:
Esra Ataman (2020) addressed the English
teachers' perceptions and views of technology-
assisted tools as integral parts of EFL education.
The variables investigated in the study included
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
75
https://www.theamericanjournals.com/index.php/tajssei
age, seniority, gender, and educational level. The
study specifically focused on whether the
participants rely on computer-aided materials or
not. The participants included 11 English teachers.
The convenience sampling model was used in
selecting the respondents. A semi-structured
interview was relied upon in collecting data. It
included six questions. Furthermore, the
descriptive method was used to analyze data.
Similar responses were categorized under 6
themes. Results implied that 55% of the
participants rely on educational technology,
believing that it attracts students' attention and
increases efficiency. Contrastingly, 45% relied on
both the computer and smart board, believing that
these tools improve speaking and listening skills.
Furthermore, 91% believed in technology-aided
education as the tool to motivate students.
Unfortunately, 55% of the participants faced
internet access problem, while 64% lacked the
basic skills to use technology.
In the same context, Sahar Al-Qahtani (2019)
identified the effectiveness of an interactive
educational environment, based on gamification,
in developing immediate and delayed achievement
among first-year secondary school students on the
English language subject and their attitudes
towards it. To achieve the study objectives, the 9o9
I'll experimental approach was used, as it was
applied to a randomly selected sample consisting
of (52) first-year secondary school students. The
stuxdy sample was divided into two groups; each
of (26) students. The first was the training group
and the second was the control group. An
achievement test was prepared, and a scale of
attitudes towards gamification environments was
developed. The results showed a statistically
significant difference in the students' achievement
in the English language course in favor of the
experimental group. Also, the result of the attitude
scale showed positive results towards the
gamification environment.
Additionally, Saovapa and Fasawang (2018)
addressed the gamification's role in increasing
students' performance and motivation to learn
English at Bangkok University in Thailand. The
quasi-experimental approach was used. The study
sample consisted of two groups: the control one;
including (39) students on whom the conventional
method was applied, and the experimental group
of (38) learners studying by applying the digital
game "Kahoot". The study tools were the Pre- and
post-tests. Questionnaires that aimed to know the
students' attitudes and motivation regarding the
use of gamification in language learning were also
used. Furthermore, the Independent t-tests and
One-way Analysis of Covariance were adopted in
data analysis. The results demystified the
existence of differences at 0.05 in learning
performance and motivation, between the two
groups in favor of the experimental one, in terms
of learning performance and motivation towards
learning.
Contrastingly, Ardoiz García (2017) studied
gamification as an educational concept, specifically
in the EFL Primary Education context. The motif
behind this was to come out with an intervention
proposal. Therefore, gamification was studied
along with innovation, motivation and tech-nology.
Pre- and post-tests were conducted. Moreover, the
participants included 25 students (both genders).
They were chosen intentionally. Based on the
existing theoretical contents, an intervention
proposal was designed. The proposal made
gamification a necessity to teach EFL to the 5th
grade pupils at Primary Education. The results
emphasized the fundamental role played by
gamification in the acquisition of various skills
related to social thinking and linguistics.
Methodology and Research Procedures:
METHODOLOGY
The descriptive analytical approach that depends
on studying the phenomena objectively was
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
76
https://www.theamericanjournals.com/index.php/tajssei
adopted.Moreover, the correlations were
analyzed, along with the causality between the
independent variable; the obstacles faced by
English language teachers, and the dependent
variable; applying the gamification strategy in
English Language Teaching to middle school
female students at Al-Taif city. The aim is to
demystify the relationship between the variables.
Research Procedures
Research Population:
The research population included all English
language female teachers in Al-Taif, KSA; (1000
reachers), according to statistics from the
Education Department in Al-Taif region.
Research Sample:
The participants included in the sample were
randomly selected via stratification so as to
express the study community with more accuracy.
It consisted of (278) English language female
teachers in Al-Taif region; KSA.
Research Tool/s:
The researcher prepared a questionnaire as a
study tool to obtain the needed data and
information from the participants, and reach the
required results of the research. The researcher
used the five-point Likert scale ultimately to
measure the answers to the scale items. This scale
can reveal the different dimensions of the
phenomenon under study, and it also helps to
convert the answers into quantitative data that can
be measured statistically. For each item, there are
five answers that determine the level of the
agreement of participants with it. The answers
were given numerical weights to represent the
degree of answering the item, as shown in the
following table (Table"1"):
Table (1): Weighted averages for the five-point Likert scales.
Result
Yes
often
sometimes
rarely
No
Weighted average
5
4
3
2
1
Stability of the Study Tool
The tool's stability was measured by the
Cronbach's
–α
- coefficient, as shown in the
following table (table"2"):
Table (2): Values of Cronbach's-
α
-Coefficient for the questionnaire of obstacles
faced by female English language teachers applying the gamification strategy
No. of Items
Mean
Variance
Standard Deviation (SD)
Cronbach's-
α
-Coefficient
20
1.575
0.028
0.169
0.701**
Table (2) embodies the Cronbach's-
α
-coefficient's
values for the questionnaire of obstacles facing
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
77
https://www.theamericanjournals.com/index.php/tajssei
English language teachers to apply gamification
strategy. It shows:
~0.700**, indicating is a high level of reliability.
Reliability and Validity of the Study Tool:
The researcher used Cronbach's Alpha (α)
coefficient to ensure each item's internal
consistency and the scale items as a whole. See
Table (3).
Table (3): Values of Cronbach's-
α
-Coefficient for each item of the questionnaire
of obstacles faced by female English language teachers applying the
gamification
strategy
Item
R1
R2
Item
R1
R2
1
0.860**
0.822**
11
0.881** 0.8932**
2
0.869**
0.866**
12
0.777** 0.787**
3
0.797**
0.761**
13
0.814** 0.819**
4
0.693**
0.688**
14
0.881** 0.892**
5
0.788**
0.728**
15
0.814** 0.818**
6
0.782**
0.690**
16
0.881** 0.892**
7
0.814**
0.818**
17
0.797** 0.761**
8
0.881**
0.892**
18
0.693** 0.688**
9
0.777**
0.786**
19
0.860** 0.822**
10
0.819**
0.840**
20
0.869** 0.866**
Table (3) demystifies that the coefficients linking
the items of obstacles faced by English language
female teachers to apply the gamification strategy,
the sub-dimension to which it belongs and the total
score of the questionnaire were significant at
(0.01). This evidently ensures the validity of the
scale's internal consistency.
Statistical Methods:
The collected data was encoded and computerized
using the SPSS. Then the appropriate statistical
methods were done using this program. These
statistics are listed below:
1-
Frequency: This statistical method was used
to highlight the participants' characteristics.
2-
Percentage (%): This method was applied to
identify the repetitions with regard to the
participants' characteristics.
3-
Mean: This method involves calculating the
average answers for each of the scale items into the
mean of each study dimension.
4-
Standard Deviation (SD): This statistical
method determines the extent to which the values
deviate from the center of their aggregation.
5-
The Multiple Regression Coefficients: This
method tests the validity of the impact of the IV on
the DV.
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
78
https://www.theamericanjournals.com/index.php/tajssei
RESULTS
The Demographic Data:
The results of the demographic data for the
research sample are shown in tables (4), (5), and
(6); as follows:
Table (4): Distribution of the research sample according to the academic
qualification variable
Type
Frequency
Percentage %
Bachelor’s
Degree
(BA)
176
64%
High Diploma
83
29.2%
Postgraduate Studies
19
6.8%
Total
278
100%
Table (4) showed the frequency and percentage of
the research participants according to their
academic qualifications. The number of the female
English teachers with a bachelor’s degree was
(176) which represents (64), those with high
diploma were (83) which represents (29.2%),
while those with postgraduate studies were (19)
with a percentage of 6.8%.
Table (5): Distribution of the research sample according to the years of
experience the variable
Type
Frequency
Percentage %
˂
(5) years
33
12%
5-10 years
85
30.5%
>10 years
160
57.5%
Total
278
100%
Table (5) implies that the participants from the
research sample varied in terms of the number of
years of practical experience. In this respect, (33)
teachers had less than (5) years of experience,
representing (12%), and (85) teachers had
experience from (5-10) years, representing
(30.5%), while the largest percentage was for
those with more than (10) years of experience;
(160) teachers, representing (57.5%).
Table (6): Distribution of the research sample according to the variable of
obtaining training courses
Type
Frequency
Percentage
%
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
79
https://www.theamericanjournals.com/index.php/tajssei
Obtain Training Courses
174
63%
Donot
Obtain
Training
Courses
104
37%
Total
278
100%
Table (6) showed the frequency and percentage of
participants in the research according to the
variable of obtaining training courses. The number
of those who obtained courses was (174) teachers,
at a rate of (63%), while those who did not obtain
courses were (104) reachers, at a rate of (37%).
Results Related to the Main Question of the
Research:
The main question was: What are the obstacles
faced by English language female teachers in Al-
Taif region to apply the gamification strategy in
teaching English at the middle schools? The means,
percentages, and deviations were calculated from
the items of the research tool and tabulated in
Table (7).
Table (7): The arithmetic means, percentages, and the standard deviations of
obstacles faced by English language female teachers to apply the
gamification strategy in teaching EFL at the middle schools in Al- Taif region,
KSA
No.
Dimension
Phrase
Arithmeti
c mean
Percentag
e
%
Standar
d
Deviatio
n
Practi
ce
Degre
e
1
First
Dimensio
n:
Obstacles
Associate
d with
the
Teachers
-Lack of ability and efficiency to
use English language to
communicate with students to
activate gamification strategy.
4.12
84.5
0.964
High
2
-Lack of training on how to use the
gamification strategy.
3.98
77.9
0.911
Medium
3
-The large number of teaching and
administrative burdens that limit the
application of gamification strategy.
4.22
96.4
0.923
Very
High
4
-Lack of professional teachers who are
skilled in applying gamification.
4.13
85.8
0.932
High
5
-Inability of teachers to issue
sufficient and appropriate information
to
4.20
76.6
10. 89
Very
High
students at each stage; to
facilitate their tasks
.
Overall average
4.11
High
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
80
https://www.theamericanjournals.com/index.php/tajssei
Table (7): The arithmetic means, percentages, and the standard deviations of
obstacles faced by English language female teachers to apply the
gamification strategy in teaching EFL at the middle schools in Al- Taif region,
KSA
No.
Dimension
Phrase
Arithmeti
c mean
Percentag
e
%
Standar
d
Deviatio
n
Practi
ce
Degre
e
11
Third
Dimension:
Obstacles
Associated
with the
school
managemen
t and
available
financial
-
Poor readiness of the classroom
environment and its components
when introducing the gamification
strategy.
4.13
77.2
0.900
High
12
Lack of financial allocations for
schools that will implement
gamification to support educational
process
.
3.99
50.6
0.956
Medium
13
-Lacking the classroom of equip-
ments with modern tools and
devices necessary for the
gamification strategy.
3.64
62.7
0.936
Medium
14
-High cost of designing and
producing gamification and lack of
suitable financial compensation that
make gamification strategy designed
poorly.
4.28
52.6
0.989
Very
High
6
Second
Dimension
:
Obstacles
Associate
d with the
Students.
-Lack of awareness of students
about the importance of learning
English language; using the
gamification y.
3.84
87.9
0.916
Medium
7
-The overcrowding of students in
the classroom, which limits the use
of the gamification strategy.
4.33
87.4
0.941
Very
High
8
-Low motivation of students to study
EFL and lack of participation
ineducational activities
.
4.25
5..8
0.919
Very
High
9
-Poor compatibility of characters of
female students with the elements of
the gamification strategy.
4.23
86.5
0.935
Very
High
10
-
Students’
focus on prizes, points,
material rewards and badges, not
on learning
3.87
87.9
0.916
Medium
Overall average
4.18
High
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
81
https://www.theamericanjournals.com/index.php/tajssei
15
resources.
-Lack of necessary support to
provide incentives and special
privileges for teachers who use
gamification strategy.
3.85
90.9
0.946
Medium
Overall average
3.97
Medium
16
Fourth
Dimensio
n:
Obstacles
Associated
with
the
Curriculu
m
-English language courses are
overcrowded with facts and
concepts that need to be taught
using traditional methods
.
4.24
96.4
0.911
Medium
17
- The packaging strategy is not
suitable for the scientific material.
3.92
83.98
0.921
Medium
18
- The lack of development of
programs or applications to support
the packaging strategy in English
language courses
.
4.16
89.9
0.916
Very
High
19
- The lack of inclusion of
strategic mechanisms, components
and principles in educational
situations and objectives
3.92
70.6
0.986
Very
High
20
- The curricula do not contain
different mechanisms to help
students in interaction, behavior,
practice and reactions to help them
interact with the game.
4.22
84.6
0.966
Very
High
Overall average
4.10
High
-The responses of the research sample participants
recorded a high overall average on the items of
applying the first dimension (obstacles related to
teachers). The overall average related to this
dimension was (4.11), denoting a high practice
level.
-The responses to the phrases of applying the first
dimension (obstacles related to female teachers)
ranged from (3.98-4.22), from the participants'
viewpoint, assuring a high degree of practice. This
explains the disparity in the responses to the
phrases of this dimension from their point of view.
-The statement No. (33) (large number of teaching
and administrative burdens limit the the
gamification's application) from the first
dimension (obstacles related to female teachers)
ranked first, with a mean of (4.22) and a deviation
of (0.923), while statement No. (32) (lack of
training for female English language teachers to
use gamification), from the same dimension,
ranked last, with a mean of (3.98) and a deviation
of (0.911).
-The responses of the research sample members
came with an overall average of (4.18) on the
paragraphs of the application of the second
dimension (obstacles related to female students),
revealing a very high degree of practice.
-The responses of the respondents to the phrases
of applying the second dimension (obstacles
related to the female students) varied. In this
respect, the mean values of these responses ranged
from (3.84-4.25), from the point of view of the
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
82
https://www.theamericanjournals.com/index.php/tajssei
respondents to the dimension (English language
female teachers), indicating a very high degree of
practice. This explains the disparity in the
responses to the phrases of this dimension from
their point of view.
-The statement No. (38) (low motivation of female
students to study, and their lack of participation in
educational activities), from the second dimension
(obstacles related to female students) ranked first,
with a mean equals (4.25) and a deviation of
(0.919). Contrastingly, the statement No. (36)
(weak awareness of female students of the
importance
of
learning
English
using
gamification), from the same dimension, ranked
last, with a mean of (3.84) and a deviation of
(0.916).
-The responses to the items of the third dimension
(obstacles related to school management and
available financial capabilities) came with an
overall average of (3.97), indicating a medium
degree of practice.
-The responses of the participants to the items of
the third dimension (obstacles related to school
management and available financial capabilities)
varied. In this respect, their response averages
ranged from (3.64 to 4.28) from the teachers'
viewpoint, thus clarifying the disparity in the
responses to the items of this dimension.
-
The statement No. (44) (the high cost of
designing and producing gamification, which
makes the designer design gamification poorly,
due to the lack of appropriate financial
compensation) from the dimension (obstacles
related to school management and available
financial capabilities) ranked first, with a mean of
(4.28) and a deviation of (0.989), while the
statement No. (43) (the lack of classroom
equipment with modern tools and devices
necessary for the packaging strategy), from the
same dimension, ranked last, with a mean of (3.64)
and a deviation of (0.936).
-The responses of the respondents on the items of
the fourth dimension (obstacles related to the
curriculum) came with an overall average of
(4.10). This value of the overall average indicated
a high degree of practice.
-
The responses to the phrases of the fourth
dimension (obstacles related to the curriculum)
varied. Here, the mean values of these responses
ranged from (3.92-4.24), from the point of view of
the respondents, indicating a high degree of
practice. This explains the disparity in the
responses to the phrases of this dimension, from
their point of view.
-
Finally, the statement No. (46) (English
language courses are overcrowded with facts and
concepts that need to be taught using traditional
methods), from the fourth dimension (obstacles
related to the curriculum) also ranked first, with a
mean of (4.24), and a deviation of (0.911), while
the statement No. (49), (Lack of inclusion of
strategic mechanisms, components, and principles
in educational situations and objectives) from the
fourth dimension, ranked last, with a mean (3.92),
and a deviation of (0.921).
DISCUSSION
Interpretation and Discussion of Results:
It is concluded that the obstacles associated with
teachers in applying the gamification strategy are
the plenty of teaching and administrative burdens,
and the inability of teachers to provide students
with sufficient and appropriate information, at
each stage, to facilitate their tasks.
Besides, the obstacles associated with female
students, at the middle schools in Al- Taif region, to
apply the gamification strategy in teaching EFL
included: the large number (overcrowding) of
students in the classrooms that limits the use of
this strategy, the low motivation of female students
to study EFL, their lack of participation in
educational activities, and the weak compatibility
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
83
https://www.theamericanjournals.com/index.php/tajssei
of the characteristics of female students with the
elements of the gamification strategy. Presenting
gamification strategy in an inappropriate manner
may be the reason that makes the learners focusing
on prizes, points, material rewards and badges, not
on learning, thus limiting the educational goals. It
is crucial to understand that games are more than
just points and badges. In that team the players
gain the same points despite the unequal
performance in the game.
Furthermore, among the challenges related to
school management and available equipment
capabilities are the weak readiness of the
classroom environment and its components, the
lack of appropriate financial compensation, when
introducing the gamification strategy, and the high
cost needed to design and produce gamification,
which leads the designers to gamify poorly.
Another obstacle related to the curriculum is the
lack of development of programs and applications
to support the gamification strategy in English
language courses. This also includes lack of
inclusion of strategic mechanisms, components
and principles in educational situations and
objectives, and the lack of curricula containing
different mechanisms to help students in
interaction, behavior, practice and reactions to
help the learner interact with the game.
Recommendations:
1-
There is an urgent need to pay attention to
gamification in education, as a modern teaching
technique that has proven its effectiveness.
2-
The Ministry of Education should adopt the
principles of gamification in education, and
provide appropriate programs and tools for that.
3-
Paying attention to supporting the
infrastructure for gamification in schools. This can
be done by providing appropriate devices and
tools.
4-
The necessity of spreading the culture of
gamification and its effectiveness in education
among educators and officials in educational
institutions.
5-
The curriculum designers should include
adequate language games within the curriculum.
Suggested Research:
1-
The researcher hopes to conduct future
studies addressing students from other stages,
universities, as well as students institutes and
training centers, in both public and private sectors,
as this study targeted students of public middle
schools. Also, these studies could be conducted in
other geographical areas; urban and rural areas, or
in other geographical areas other than KSA, for
example, other Arab countries.
2-
The researcher urges future researches to
take into account designing gamification for
several academic subjects; including Science,
Mathematics, Arabic language,
…etc, in several different fields and prepare it for
empirical testing.
3-
It is also possible that future studies can be
expanded by adding moderator/s to this study,
maintaining the main variables, like gender, age of
students, the educational level of students, area of
residence...etc.
REFERENCES
1.
Abdelhamid, I.Y., Abu Bakar, K., Zailani, S., @
Ahmad, H., & Yahaya, H. (2018). The impact of
gamify-ing the student-centered learning
approach in teaching Arabic language for non-
native speakers: A review of relevant
literature, ASEAN Comp. Edu. Res. J. (ACER-J),
2(2),
18-38.
https://spaj.ukm.my/acerj/index.php/acer-
j/article/ view/41
2.
Abdelnabi, H.A.I. (2022). Investing human
capital in education for unlimited excellence in
KSA, Conference proceedings of the Centre for
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
84
https://www.theamericanjournals.com/index.php/tajssei
Business and Economic Research (ICBED-
2022), 11-12 April, Bus. Manag. Rev., 13(1), 64-
95.
https://cberuk.
com/cdn/conference_proceedings/2022-05-
15-15-39-21-PM.pdf.
3.
Ahmed, A.F. (2021).Attitudes of special
education teachers during and preservice
towards digital learning for people with special
needs, Sci. J. Spec. Edu. (SOSJ), 3(1) (Special
Issue), Qalyubia, Egypt, Scientific Foundation
for Educational and Technological Sciences
and Special Education., 19-44. https://search.
emarefa.net/detail/BIM-1369631
4.
Al-Ahmadi, S.M. & Kansara, I.M. (2023). The
effect of different types of e-activities based on
gami-fication and their impact on the
development of English vocabulary among
primary school students, J. Art. Lit. Hum. Soc.
SCi.
(JALHSS),
1(91),
138-57.
https://doi.org/10.33193/JALHSS.91.2023.82
5
5.
Al-Askari, M.A.O. (2022).The reality of English
language teachers' use of the electronic
gamification strategy from the point of view of
teachers
and
educational
supervisors.
https://doi.org/ 10.21608maed.2022.263528.
6.
Al-Dosakee, K. & Ozdamli, F. (2021).
Gamification in teaching and learning
languages: A systematic literature review, Rev.
Roman. Pentr. Edu. Multidim., 13(2), 559-77.
https://doi.org/10.18662/rrem/13. 2/436
7.
Aldossary, R.A. (2020). The future of digital
education in Saudi Arabia: A review of
student’s performances, J. Fac.
Edu., 36(6),
Faculty of Education, Assiut University, 37-56.
https://mfes.journals.
ekb.eg/article_114640.html
8.
Al-Fuhailah, I.Z.H. (2023). Developing the
human capital department in the Ministry of
Education in the Kingdom of Saudi Arabia in
light of the standards of institutional
excellence: A suggested formula, J. Fac. Edu.:
Edu. Sci., 47(2), Faculty of Education, Ain
Shams
University,
Egypt,
15-70.
https://jfees.Jour-nals.ekb.eg/
article_312228.html.
9.
Al-Ghamdi, S.F. (2020). A systematic review of
literary studies: Gamification in education
(2015-2019), Arab J. Edu. Psy. Sci. (AIEPS),
4(17), Arab Institution for Education Science
and
Arts,
Egypt,
485-508.
https://jasep.journals.ekb.eg/article_
100704.html
10.
Al-Hadlaq, A. A. (2019). Education with
entertainment: A suggested concepttion to
employ gamification in education, J. Read.
Know., 209 (1), Egyptian Association for
Reading and Knowledge, Faculty of Education,
Ain Shams University, Egypt, 314-40.
https://mrk.journals.ekb.eg/article_99140.ht
ml
11.
Al-Mawli, H.M. (2011). Education in the
information age, 1st edn., Emirates, Al-Ain,
University Book House, 324 pages.
12.
Al-Nadi, H.J.A. (2020). The effect of using
gamification on developing creative thinking
skills for third-grade students in science
course in the capital of Amman, MSc Thesis in
Information and Communication Technology
in Education, Department of Special Education,
Faculty of Educational Sciences, Middle East
University, Amman, Jordan.
13.
Al-Qahtani, S. (2019). The effectiveness of an
interactive learning environment based on
gamification in developing immediate and
deferred achievement among secondary
school female students and their attitudes
towards, MSc Thesis, In Educational Media and
Technology, Arab-East Colleges, KSA.
14.
Al-Sabbagh, A.A. (2023).Enhancing English
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
85
https://www.theamericanjournals.com/index.php/tajssei
language skills through gamification: A case
study at Umm Al Quwain University, Int. J.
Instr. Tech. Edu. Stu. (IJITES), 4(3), 1-15.
https://ijites.journals.ekb.eg/article_322756.
html.
15.
Al-Shammari, B.T.A. (2019).The effectiveness
of using the gamification strategy in
developing motivation towards learning the
English language among secondary stage
students in Hail, J. Fac. Edu., 35(5), Faculty of
Education, Assiut University, Egypt, 574- 602.
16.
Alsmadi, M.K., Al-Marashdeh, I., Alzaqebah, M.,
Jaradat, G., Alghamdi, F.A., Moha- mmad, R.A.,
Alsha-banah, M., Alrajhi, D., Alkhaldi, H.,
Aldhafferi, N., Alqahtani, A., Badawi, U.A. &
Tayfour, M. (2021). Digitalization of learning in
Saudi Arabia during the COVID-19 outbreak: A
survey. Inform. med. Unlocked, 25, 100632, 1-
10.
https://doi.org/10.1016/j.imu.2021.100632.
17.
Al-Tawil, H. I.A. (2020). Attitudes of secondary
school teachers and students in schools of Al-
Majma'ah Governorate towards digital
education, J. Fac. Edu., 39 (186), Faculty of
Education, Al-Azhar University, Egypt, 877-
918.
https://jsrep.
journals.ekb.eg/article_102367.html
18.
Al-Yousef, M.H.A. (2016). The Kingdom of
Saudi Arabia and the challenges of
globalization, human capital investment and
economic reform (A critical evaluation of the
King Abdullah scholar-ship programme), PhD
thesis, School of Politics, Philosophy, Language
and Communication Studies, University of East
Anglia (UEA), Norwich, England.
19.
Alyousif, R. & Alsuhaibani, R. (2021(. English
language learning demotivating factors for
Saudi high school EFL students, Eng. Lang.
Teach.,
14(8),
29-39.
https://www.ccsenet.org/journal/index.phpe
lt/ article/view/0/45676
20.
Alzahrani, F.J. & Alhalafawy, W.S. (2022).
Benefits and challenges of using gamifica- tion
across distance learning platforms at higher
education: A systematic review of research
studies published during the Covid-19
pandemic. J. Post. School Psy., 6(10), 1948-77.
https://journalppw.com/index.php/jpsp/arti
cle/view/13543/8776.
21.
Alzubaidi, A.H., Alanazi, N.A. & Alwahbi, N.T.
(2023). The reality of applying edu- cational
electronic games from elementary school
teachers’ viewpoint, Int. J. Edu. Math., Sci. Tech.
(IJEMST),
11(4),
1016-
38.
https://doi.org/10.46328/ijemst. 3526
22.
Ataman, E. (2020). The investigation of English
teachers views on computer assisted language
learning, Univ. Acad. Res. J., 2(1), 46-57.
https://dergipark.org.tr/
en/pub/tuara/issue/60244/876293
23.
Azher, M., Anwar, N., Nisa, R. & Asghar, I.
(2017). Learning English as a second language:
Beliefs of undergraduate students about
language learning, Sindh Univ.
24.
J. Edu. (SUJE), 46(2), 125-37. https://sujo.
usindh.edu.pk/index.php/SUJE/article/
view/2304/1840.
25.
Cavus, N., Ibrahim, I., Ogbonna Okonkwo, M.O.,
Bode Ayansina, N.B. & Modupeola,
26.
T. (2023). The effects of gamification in
education: A systematic literature review,
Broad Res. Art. Inte. Neuro. (BRAIN), 14(2),
211-41.
https://doi.org/10.18662/brain/
14.2/452
27.
Chan, S. & Lo, N. (2024). Enhancing EFL/ESL
instruction
through
gamification:
A
comprehensive review of empirical evidence,
Front. Educ. 9, 1395155, 1-20. https://
doi.org/10.3389/feduc.2024. 1395155
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
86
https://www.theamericanjournals.com/index.php/tajssei
28.
Charles, D.K., Charles, T., McNeill, M., Bustard,
D. & Black, M.M. (2011). Game‐ based feedback
for educational multi‐user virtual
environments, Brit. J. Edu.
29.
Tech., 42(4), 638-54. https://doi.org/10.
1111/j.1467-8535.2010.01068.x .
30.
Deterding, S., Khaled, R., Nacke, L. & Dixon, D.
(2011). From game design elements to
gamefulness: Defining gamification, MindTrek
'11: Proceedings of the 15th Inter- national
Academic MindTrek Conference: Envisioning
Future
Media
Environments,
9-
15.
https://doi.org/10.1145/2181037.2181040.
31.
Fauzi, W.R., Muljanto, S. & Lestari, L. (2021).
College students’ perceptions on using movies
for vocabulary learning, Eng. Edu. App. Ling. J.
(EEALJ),
4
(1),
40-7.
https://
pdfs.semanticscholar.org/7b32/
95c856257269d1b542c27ff72907d5ef56bb.p
df
32.
Fitria, T.N. (2022) a. The impact of gamification
on students’motivation: A system
- atic
literature review, LingTera, 9(2), 47-61.
https://doi.org/10.21831/lt.v9i2. 56616.
33.
Fitria, T.N. (2022) b. Using game design
techniques (gamification) in teaching and
learning process: A review, Prosiding Seminar
Nasional & Call for Paper STIE AAS, 5(1), 1-18.
https://prosiding.stieaas.
ac.id/index.php/prosenas/article/view/191
34.
Fuchs, K. (2023). Challenges with gamification
in higher education: A narrative review with
implications for educators and policymakers.
Int.
J.
Chan.
Edu.,
1(1),
51-6.
https://doi.org/10.47852/bonviewIJCE32021
604
35.
García, A.L. (2017). Gamification in English
teaching in primary education, Faculty of
education, University of Valladolid (UVa),
Valladolid city, Valladolid provi- nce, Spain.
http://uvadoc.uva.es/handle/10324/29552
36.
Goehle, G. (2013). Gamification and web-based
homework,
Primus,
23(3),
234-46.
https://doi.org/10.
1080/10511970.2012.736451
37.
Gressick, J. & Langston, J.B. (2017). The guilded
classroom: Using gamification to engage and
motivate undergraduates, J. Scholarship Teach.
Learn., 17, (3), 109- 23.
38.
https://doi.org/10.14434/v17i3.- 22119.
39.
Hamari, J. & Koivisto, J. (2014). Measuring flow
in gamification: Dispositional flow scale-2,
Comp.
Hum.
Beh.,
40(c),
133-43.
https://doi.org/10.1016/j.chb.2014.07.048
40.
Ismael, F.F.M. (2022). Emotions and
motivation of Eighth grade students in Tukarm
governorate when learning geometry unit
using gamification, MSc Thesis, Nablus, College
of Graduate Studies, Al-Najah National
University, Palestine
41.
Ismail, H.S.J. (2023). Employing artificial
intelligence applications in the Egyptian
educational system with reference to the
experiences of the United Arab Emi- rates and
Hong Kong: An analytical study, J. Matroh Uni.
Edu.
Psy.,
4(6),
1-90.
https://msjr.journals.ekb.eg/article_321271_
2caab94ce-407ed9c345cfc357dccec- 7d.pdf
42.
Kapp, K.M. (2012). The gamification of learning
and instruction: Game-based methods and
strategies for training and education, San
Francisco, CA: Pfeiffer, 336 pages.
43.
Korany, U.M. & Abosaif, M.S.A. (2016). A
proposed conception for the use of gamific-
ation in egyptian universities, The 23rd Annual
Scientific Conference of the Egyptian Society
for Comparative Education and Educational
Administration; entitled: Education and
Progress in North American Countries, Faculty
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
87
https://www.theamericanjournals.com/index.php/tajssei
of Education, Ain Shams University, Egypt, 1-
14.
44.
Lăpădat, L.C. & Lăpădat, M.M. (2023). The
importance of motivation in foreign language
learning, Scientific Bulletin of the Politehnica
University of Timisoara: Transactions on
Modern
Language,
22(1),
142-52.
https://www.researchgate.net/pub-
lication/377457400
45.
Lister, M. (2015). Gamification: The effect on
student motivation and performance at the
post-secondary level, Issu.Tren. in Edu. Tech.,
3(2),
1-22.
https://www.res-
earch-
gate.net/publication/304591087
46.
Liu, F., Vadivel, B., Rezvani, E. & Namaziandost,
E. (2021) Using games to promote English as a
foreign language learners’ willingness to
communicate: Potential effects and teachers’
attitudes in focus, Front. Psychol., 12, 762447,
1-9.
https://
www.frontiersin.org/journals/psychology/art
icles/10. 3389/fpsyg.2021.762447
47.
Masadeh, T.S.Y. (2022). Teaching English as a
foreign language and the use of edu- cational
games, Asian J. Edu. Soc. Stu. (AJESS), 30(3), 26-
34. https://www.sdiarticle- 5.com/review-
history/88771.
48.
Mayyas, M.M.M.(2022). Using educational
games in teaching English as a foreign
language, Fac. Edu. J., 38(11), Faculty of
Education, Assiut Univ., 1-20. https:// journals.
ekb.eg/article_281131.html.
49.
Mdhlalose, D. & Mlambo, G. (2023). Integration
of technology in education and its impact on
learning and teaching, Asian J. Edu. Soc. Stu.
(AJESS),
47(2),
54-63.
https://doi.org/10.9734/ajess/2023/v4/i21-
021.
50.
Mohammad, A. (2023). The degree of
application of the gamification strategy and the
obstacles to its application from the point of
view of early childhood teachers in the Al-Ahsa
city, J. Namib. Stud. His. Pol. Cul., 33:43-70.
https://doi.org/10.59670/ jns.v33i.414.
51.
Nishanthi, R. (2018). Important of learning
English in today world, Int. J. Trend Sci. Res.
Dev.
(IJTSRD),
3
(1),
871-4.
https://www.ijtsrd.com/papers/ijtsrd19061.
pdf.
52.
Pappas, C. (2 Dec., 2014). The science and the
benefits of gamification in e-learning, elearning
industry.https://elearningindustry.com/scien
ce-benefits-gamification-e- learning.
53.
Rao, P.S. (2019).The role of English as a global
language, Res. J. Eng. (RJOE), 4(1), 65-79.
https://www.-
researchgate.net/publication/334282978.
54.
Redondo-Rodríguez, C., Becerra-Mejías, J.A.,
Gil-Fernández, G. & Rodríguez-Velasco,
55.
F. J. (2022). Influence of Gamification and
Cooperative Work in Peer, Mixed and
Interdisciplinary
Teams
on
Emotional
Intelligence, Learning Strategies and Life Goals
That Motivate University Students to Study,
Int. J. Env. Res. Pub. Heal., 20(1), 547,1-12.
https://doi.org/10.3390/ijerph20010547.
56.
Sailer, M., Maier, R., Berger, S., Kastorff, T. &
Stegmann, K. (2024). Learning acti- vities in
technology-enhanced learning: A systematic
review of meta-analyses and second-order
metaanalysis in higher education, Learn. Ind.
Diff.,
112(1),
102446
,
1-18.
https://doi.org/10.1016/j.lindif.2024.102446.
57.
Sailer, M., Murböck, J. & Fischer, F. (2021).
Digital learning in schools: What does it take
beyond digital technology?, Teach.Teach. Edu.,
103(1),103346,1-14.
https://doi.org/10.1016/j.tate.2021.103346
58.
Salem, B. & Abdelrazeq, R. (2023). The impact
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE10
88
https://www.theamericanjournals.com/index.php/tajssei
of investment in human capital (education
sector) on economic growth in Saudi Arabia
during the period 2013-
