The Effect of different Gamification Incentives design on E-learning Platforms in enhancing Cognitive Achievement and Engagement in Learning among Students with Learning Difficulties in Mathematic
Keywords:
Gamification, Digital & Tangible Gamification incentives, Learning Disabilities, Academic Achievement, Learning Engagement
Abstract
This research aimed to investigate the effect of different digital gamification in E-educational platforms on developing cognitive achievement and engagement in learning among students with mathematical learning difficulties. The quasi-experimental approach was used on a sample of (10) second-grade primary school students who suffer from mathematics learning difficulties. They were divided into two equal experimental groups. The first learned using E-platforms based on both digital and Tangible gamification, while the second learned using E-platforms based on digital gamification only. The equivalence of the two groups was confirmed, and the main experiment was applied to a study unit on number comparisons in the mathematics curriculum. The study tools consisted of a cognitive achievement test prepared by the researcher and a scale of engagement in learning. The Will-Coxon test was used for pre- and post-measurements, and the Mann-Whitney test was used to calculate the significance of differences for the post-application between the two groups on the achievement test and engagement scale. The results demonstrated the effectiveness of using gamification on E-platforms in developing cognitive achievement and engagement in learning. The results also indicated a statistically significant difference between the two experimental groups in cognitive achievement and engagement in learning. This was attributed to the primary effect of using gamification in favor of the first experimental group, which received both Tangible and Tangible gamification.
References
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24. Zeidan, A. A., Alhalafawy, W. S., Tawfiq, M. Z., & Abdelhameed, W. R. (2015). The effectiveness of some e-blogging patterns on developing the informational awareness for the educational technology innovations and the King Abdul-Aziz University postgraduate students' attitudes towards it. Life Science Journal, 12(12), 53-61.
25. Gocłowska, M. A., Aldhobaiban, N., Elliot, A. J., Murayama, K., Kobeisy, A., & Abdelaziz, A. (2017). Temperament and self‐based correlates of cooperative, competitive and individualistic learning preferences. International Journal of Psychology, 52(3), 180-188.
26. Alotaibi, H. H., & Zeidan, A. A. (2023). Impact of mobile learning implementation in EFL/ESL: systematic review. Journal of Positive School Psychology, 7(3), 471-493.
27. Zeidan, A. A. A., & Abdul-Majeed, W. R. (2019). The effect of the level of navigation in interactive infographics on the motivation for achievement and the attitude towards digital visual representations. British Journal of Education, 7(12), 63-83.
28. Zeidan, A. A., Shibl, E. S., & AL-Subahy, A. A. (2014). The effect of interaction between shooting angles and shots sizes in microteaching situations based on digital video sequences in the development of teaching competences among the students of general pedagogic diploma at King Abdulaziz university. Life Science Journal, 11(3).
29. Mohamed Rashwan, A., & Hamed Marghani Tolba, A. (2024). Using the motivation-based learning model (ARCS) to improving reading performance among slow learning in preparatory stage. Journal of Faculty of Education – Assiut University, 40(8.2), 280–314.
30. Polydoros, G., & Antoniou, A. S. (2025). Empowering students with learning disabilities: Examining serious digital games’ potential for performance and motivation in math education. Behavioral Sciences, 15(3), 282.
2. حمدي، م. أ. (2021). أثر التفاعل بين توقيت تقديم المكافآت (فورية-مرجأة) ونمط اللاعب (منجز–مستكشف) ببيئة تعلم إلكترونية قائمة على محفزات الألعاب في تنمية التحصيل والكفاءة الذاتية لدى طلاب تكنولوجيا التعليم جامعة عين شمس.
3. ربيع، أ. ع. ا. (2022). تصميمان للوحة المتصدرين في التقويم البنائي القائم على التلعيب ببيئة تعلم إلكتروني وأثرهما على تنمية التحصيل ودقة الإجابة وخفض قلق الاختبار والانخراط في التعلم لدى الطالبات المعلمات. مجلة البحث العلمي في التربية، 23(7)، 194–325.
4. نصار، ع. ج. (2021). السلوك الفوضوي والملل الدراسي في علاقتهما بالإخفاق المعرفي والتحصيل في العلوم لدى طلاب الحلقة الثانية من التعليم الأساسي. العلوم التربوية، 29(1)، 1–47.
5. زين العابدين بدوي علي, أسماء, محمد خليل, شيماء سمير, & يوسف. (2023). فاعلية محفزات الالعاب الرقمية في تنمية مفاهيم الرياضيات والمهارات الرقمية ودافعية التعلم لدي تلاميذ الصف الثالث الابتدائي ذوي صعوبات التعلم. مجلة البحوث في مجالات التربية النوعية, 9(46), 473-563.
6. Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. National Center for Learning Disabilities.
7. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
8. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
9. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). Association for Computing Machinery. https://doi.org/10.1145/2181037.2181040
10. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
11. Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A five-year longitudinal study. Developmental Psychology, 47(6), 1539–1552. https://doi.org/10.1037/a0025510
12. Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In Proceedings of the 47th Hawaii International Conference on System Sciences (pp. 3025–3034). IEEE. https://doi.org/10.1109/HICSS.2014.377
13. aHanus, 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, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019
14. Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of learning engagement. Computers & Education, 125, 254–272. https://doi.org/10.1016/j.compedu.2018.06.018
15. Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons.
16. Ortega-Arranz, A., Román-González, M., & Sacha, G. M. (2019). Gamification of formative assessment in MOOCs: A study of how students are motivated to interact. Journal of Computing in Higher Education, 31(3), 456–472. https://doi.org/10.1007/s12528-019-09235-4
17. Mechanisms from Growth Mindset to Psychological Well-Being of Chinese Primary School Students: The Serial Mediating Role of Grit and Academic Self-Efficacy Behav. Sci. 2025, 15(5), 621; https://doi.org/10.3390/bs15050621
18. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
19. Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
20. Xiao, Y., & Hew, K. F. (2023). Intangible rewards versus tangible rewards in gamified online learning: Which promotes student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance? British Journal of Educational Technology. https://doi.org/10.1111/bjet.13361
21. Laeli, K. N., & Kuntoro, K. (2025). Analysis of Learning Difficulties in Mathematics Among Fifth Grade SD Negeri Kalibatur Banyumas District in the 2024/2025 Academic Year. Proceedings Series on Social Sciences & Humanities, 25, 754-757.
22. Fauzan, F. (2025). Development of a Diagnostic Test for Mathematics Learning Difficulties in Elementary School. The Journal of Academic Science, 2(6), 1628-1638.
23. Zeidan, A. A., Alhalafawy, W. S., & Tawfiq, M. Z. (2017). The effect of (macro/micro) wiki content organization on developing metacognition skills. Life Science Journal, 14(12), 114-120.
24. Zeidan, A. A., Alhalafawy, W. S., Tawfiq, M. Z., & Abdelhameed, W. R. (2015). The effectiveness of some e-blogging patterns on developing the informational awareness for the educational technology innovations and the King Abdul-Aziz University postgraduate students' attitudes towards it. Life Science Journal, 12(12), 53-61.
25. Gocłowska, M. A., Aldhobaiban, N., Elliot, A. J., Murayama, K., Kobeisy, A., & Abdelaziz, A. (2017). Temperament and self‐based correlates of cooperative, competitive and individualistic learning preferences. International Journal of Psychology, 52(3), 180-188.
26. Alotaibi, H. H., & Zeidan, A. A. (2023). Impact of mobile learning implementation in EFL/ESL: systematic review. Journal of Positive School Psychology, 7(3), 471-493.
27. Zeidan, A. A. A., & Abdul-Majeed, W. R. (2019). The effect of the level of navigation in interactive infographics on the motivation for achievement and the attitude towards digital visual representations. British Journal of Education, 7(12), 63-83.
28. Zeidan, A. A., Shibl, E. S., & AL-Subahy, A. A. (2014). The effect of interaction between shooting angles and shots sizes in microteaching situations based on digital video sequences in the development of teaching competences among the students of general pedagogic diploma at King Abdulaziz university. Life Science Journal, 11(3).
29. Mohamed Rashwan, A., & Hamed Marghani Tolba, A. (2024). Using the motivation-based learning model (ARCS) to improving reading performance among slow learning in preparatory stage. Journal of Faculty of Education – Assiut University, 40(8.2), 280–314.
30. Polydoros, G., & Antoniou, A. S. (2025). Empowering students with learning disabilities: Examining serious digital games’ potential for performance and motivation in math education. Behavioral Sciences, 15(3), 282.
Published
2025-11-21
How to Cite
Abdulaziz Saeed Alkhorimi, Dr. Basim Rafi Alshehri, & Prof. Ashraf Ahmad Absulaziz Zeidan. (2025). The Effect of different Gamification Incentives design on E-learning Platforms in enhancing Cognitive Achievement and Engagement in Learning among Students with Learning Difficulties in Mathematic. Journal of Arts, Literature, Humanities and Social Sciences, (126), 166-189. https://doi.org/10.33193/JALHSS.126.2025.1562
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