The Effectiveness of a Platform based on Gamification in developing Creative thinking among Middle School Students
الكلمات المفتاحية:
platform, gamification, creative thinking
الملخص
Gamifications are currently one of the key instruments for educational platforms as they can be used to encourage students to achieve learning goals and develop their thinking skills. One of the key skills needed in the modern educational setting is the ability to think creatively, and students in the creative education stages must cultivate this skill. Therefore, the goal of the current research is to determine whether a platform that uses Gamification can assist middle school students to improve their creative thinking. Using the quasi-experimental method, the first experimental group, which used the educational platform based on Gamification, was compared to the second experimental group, which used the same platform but without any Gamification. The research sample consisted of 60 ninth graders from Jeddah, kingdom of Saudi Arabia who were divided into two research groups randomly. In the computer and information technology learning material, a creative thinking skills measurement scale was developed. Three fundamental skills were measured on the scale: fluency, originality, and flexibility. The findings indicated that, the general creative thinking skills, as well as sub-cognitive thinking skills: the fluency, originality, and flexibility are best developed using an educational tool built on Gamification.
المراجع
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7. Almalki, A. D. A., & Elfeky, A. I. M. (2022). The Effect of Immediate and Delayed Feedback in Virtual Classes on Mathematics Students’ Higher Order Thinking Skills. Journal of Positive School Psychology, 432–440-432–440.
8. Almarzooq, Z., Lopes, M., & Kochar, A. (2020). Virtual Learning during the COVID-19 Pandemic: A Disruptive Technology in Graduate Medical Education. Journal of the American College of Cardiology. doi:https://doi.org/10.1016/j.jacc.2020.04.015
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12. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. doi:10.30819/cmse.6-2.05
13. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members Perspectives. Sustainability, 15(5), 4613. doi:doi.org/10.3390/su15054613
14. Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. doi:https://doi.org/10.1016/j.edurev.2020.100322
15. Barr, P. (2008). Video game values: Play as human-computer interaction [PhD Thesis]. Open Access Te Herenga Waka-Victoria University of Wellington.
16. Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2), 71–80.
17. Chen, C.-M., Li, M.-C., & Chen, T.-C. (2020). A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance. Computers & Education, 144, 103697. doi:https://doi.org/10.1016/j.compedu.2019.103697
18. Cheng, V. W. S., Davenport, T., Johnson, D., Vella, K., & Hickie, I. B. (2019). Gamification in Apps and Technologies for Improving Mental Health and Well-Being: Systematic Review. JMIR mental health, 6(6), e13717.
19. De Notaris, D., Canazza, S., Mariconda, C., & Paulon, C. (2021). How to play a MOOC: Practices and simulation. Entertainment Computing, 37, 100395. doi:https://doi.org/10.1016/j.entcom.2020.100395
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21. Deterding, S., Sicart, M., Nacke, L., O’Hara, K., & Dixon, D. (2011). Gamification. Using game-design elements in non-gaming contexts. In CHI’11 extended abstracts on human factors in computing systems (pp. 2425–2428).
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23. Eragamreddy, N. (2013). Teaching creative thinking skills. International Journal of English Language & Translation Studies, 1(2), 124–145.
24. Ferro, L. S. (2021). The Game Element and Mechanic (GEM) framework: A structural approach for implementing game elements and mechanics into game experiences. Entertainment Computing, 36, 100375. doi:https://doi.org/10.1016/j.entcom.2020.100375
25. Groh, F. (2012). Gamification: State of the art definition and utilization. Institute of Media Informatics Ulm University, 39.
26. Halliday, S. E., Calkins, S. D., & Leerkes, E. M. (2018). Measuring preschool learning engagement in the laboratory. Journal of Experimental Child Psychology, 167, 93–116.
27. Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80(Supplement C), 152-161. doi:https://doi.org/10.1016/j.compedu.2014.08.019
28. Hassan, L., Dias, A., & Hamari, J. (2019). How motivational feedback increases user’s benefits and continued use: A study on gamification, quantified-self and social networking. International Journal of Information Management, 46, 151-162. doi:https://doi.org/10.1016/j.ijinfomgt.2018.12.004
29. Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education, 92, 221-236.
30. Huotari, K., & Hamari, J. (2012). Defining gamification: A service marketing perspective. Proceeding of the 16th International Academic MindTrek Conference, 17–22.
31. Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons.
32. Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education: John Wiley & Sons.
33. Kim, B. (2015). Designing gamification in the right way. Library Technology Reports, 51(2), 29–35.
34. Kingsley, T. L., & Grabner-Hagen, M. M. (2015). Gamification: Questing to integrate content knowledge, literacy, and 21st-century learning. Journal of Adolescent & Adult Literacy, 59(1), 51–61.
35. Kozikoğlu, İ., & Küçük, B. A. (2020). The investigation of the relationship between teachers’ creative thinking tendencies and individual innovativeness characteristics. Journal of Education and Future(17), 25-37.
36. kpur, U. (2020). Critical, Reflective, Creative Thinking and Their Reflections on Academic Achievement. Thinking Skills and Creativity, 37, 100683. doi:https://doi.org/10.1016/j.tsc.2020.100683
37. Kumar, V., & Bhardwaj, A. (2020). Role of cloud computing in school education. Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom, 98–108.
38. Kumar, V., & Sharma, D. (2016). Creating Collaborative and Convenient Learning Environment Using Cloud-Based Moodle LMS: An Instructor and Administrator Perspective. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 11(1), 35–50. https://doi.org/10.4018/IJWLTT.2016010103
39. Leclercq, T., Poncin, I., & Hammedi, W. (2020). Opening the black box of gameful experience: Implications for gamification process design. Journal of Retailing and Consumer Services, 52, 101882. doi:https://doi.org/10.1016/j.jretconser.2019.07.007
40. Long, H., & Plucker, J. A. (2015). Assessing creative thinking: Practical applications. The Routledge international handbook of research on teaching thinking, 315-329.
41. Mejia, J. (2013). Impact of gamification and shared situated displays on smartphone application engagement.
42. Najmi, A. H., Alhalafawy, W. S., & Zaki, M. Z. T. (2023). Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction. Sustainability, 15(4), 3185.
43. Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. Handbook of positive psychology, 195-206.
44. Nicholson, S. (2015). A recipe for meaningful gamification. In Gamification in education and business (pp. 1–20). Springer.
45. Ouadoud, M., Chkouri, M. Y., Nejjari, A., & El Kadiri, K. E. (2016). Studying and Analyzing the Evaluation Dimensions of E-learning Platforms Relying on a Software Engineering Approach. International Journal of Emerging Technologies in Learning (IJET), 11(01), 11. https://doi.org/10.3991/ijet.v11i01.4924
46. Piotrowski, M. (2010). What is an E-Learning Platform? [Chapter]. Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications; IGI Global. https://doi.org/10.4018/978-1-61520-853-1.ch002
47. Porto, D. d. P., Jesus, G. M. d., Ferrari, F. C., & Fabbri, S. C. P. F. (2021). Initiatives and challenges of using gamification in software engineering: A Systematic Mapping. Journal of Systems and Software, 173, 110870. doi:https://doi.org/10.1016/j.jss.2020.110870
48. Putz, L.-M., Hofbauer, F., & Treiblmaier, H. (2020). Can gamification help to improve education? Findings from a longitudinal study. Computers in Human Behavior, 110, 106392.
49. Putz, L.-M., Hofbauer, F., & Treiblmaier, H. (2020). Can gamification help to improve education? Findings from a longitudinal study. Computers in Human Behavior, 110, 106392. doi:https://doi.org/10.1016/j.chb.2020.106392
50. Restivo, M., & Van De Rijt, A. (2012). Experimental study of informal rewards in peer production. PloS One, 7(3), e34358.
51. Richter, G., Raban, D. R., & Rafaeli, S. (2015). Studying gamification: the effect of rewards and incentives on motivation Gamification in education and business (pp. 21-46): Springer.
52. Ritter, S. M., Gu, X., Crijns, M., & Biekens, P. (2020). Fostering students’ creative thinking skills by means of a one-year creativity training program. PLOS ONE, 15(3), e0229773. https://doi.org/10.1371/journal.pone.0229773
53. Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54-67. doi:https://doi.org/10.1006/ceps.1999.1020
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منشور
2023-07-14
كيفية الاقتباس
Ahmed I. Fallatah. (2023). The Effectiveness of a Platform based on Gamification in developing Creative thinking among Middle School Students. Journal of Arts, Literature, Humanities and Social Sciences, (93), 299-316. https://doi.org/10.33193/JALHSS.93.2023.864
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