Designing a Gamified learning Environment and its Effectiveness in promoting Awareness of Psychological Resilience Mechanisms among Secondary School Students
Keywords:
Gamification, educational platforms, psychological resilience
Abstract
This research aimed to investigate the effectiveness of using a digital learning environment to develop awareness of psychological resilience mechanisms among secondary school students. To achieve this objective, a quasi-experimental design was employed, comparing two groups: an experimental group and a control group. The experimental group studied using a gamified learning platform, while the control group studied using the traditional method. The research sample consisted of 60 first-year secondary school students in Jeddah, randomly assigned to two groups of 30 students each. A test measuring awareness of educational resilience mechanisms was administered. A t-test was used to analyze the differences between the mean scores of the two groups. The results showed statistically significant differences in the post-test scores, favoring the experimental group, indicating the effectiveness of gamified platforms in enhancing awareness of psychological resilience mechanisms. The research recommends integrating gamification into digital learning platforms and training teachers on its application in the educational process.
References
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10. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Chatbots in Education. In S. Papadakis & M. Kalogiannakis (Eds.), Empowering STEM Educators With Digital Tools (1 ed., pp. 137-154). IGI Global Scientific Publishing, Hershey, USA. https://doi.org/10.4018/979-8-3693-9806-7.ch006
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13. Appolloni, A., Colasanti, N., Fantauzzi, C., Fiorani, G., & Frondizi, R. (2021). Distance Learning as a Resilience Strategy during Covid-19: An Analysis of the Italian Context. Sustainability, 13(3), 1388. https://www.mdpi.com/2071-1050/13/3/1388
14. Argyriou, L., Economou, D., & Bouki, V. (2020). Design methodology for 360 immersive video applications: The case study of a cultural heritage virtual tour. Personal and Ubiquitous Computing, 24(6), 843–859. https://doi.org/10.1007/s00779-019-01338-1
15. Bartlett, J., Kazzazi, F., To, K., Lawrence, J., & Khanduja, V. (2021). Virtual reality simulator use stimulates medical students’ interest in orthopaedic surgery. Arthroscopy, Sports Medicine, and Rehabilitation, 3(5), e1343–e1348.
16. Bovermann, K., & Bastiaens, T. J. (2020). Towards a motivational design? Connecting gamification user types and online learning activities. Research and Practice in Technology Enhanced Learning, 15(1), 1-18.
17. Campillo-Ferrer, J.-M., Miralles-Martínez, P., & Sánchez-Ibáñez, R. (2020). Gamification in higher education: Impact on student motivation and the acquisition of social and civic key competencies. Sustainability, 12(12), 4822.
18. Carcelén-Fraile, M. del C., Belmonte, R., García-Carmona, M., & Fernández-Fernández, J. (2025). Active gamification in the emotional well-being and social skills of primary education students. Education Sciences, 15(2), 212. https://doi.org/10.3390/educsci15020212
19. Chan, E., Nah, F. F.-H., Liu, Q., & Lu, Z. (2018). Effect of gamification on intrinsic motivation. In HCI in Business, Government, and Organizations (pp. xxx–xxx). Springer.
20. Coelho, F., Oliveira, A., & Santos, J. (2025). The impact of educational gamification on cognition, emotions, and motivation: A randomized controlled trial. Journal of Computers in Education. https://doi.org/10.1007/s40692-025-00366-x
21. Corlett, J., & McConnachie, T. (2021). Delivering resilience training to pre-registration student nurses in partnership with a reservist military organisation: A qualitative study. Nurse Educ Today, 97, 104730. https://doi.org/10.1016/j.nedt.2020.104730
22. Dalponte Ayastuy, M., Torres, D., & Fernández, A. (2021). Adaptive gamification in Collaborative systems, a systematic mapping study. Computer Science Review, 39, 100333. https://doi.org/https://doi.org/10.1016/j.cosrev.2020.100333
23. Das, S., Vaishnavi Nakshatram, S., Söbke, H., Baalsrud Hauge, J., & Springer, C. (2025). Towards gamification for spatial digital learning environments. Entertainment Computing, 52, 100893. https://doi.org/https://doi.org/10.1016/j.entcom.2024.100893
24. de Visser, E. J., Dorfman, A., Chartrand, D., Lamon, J., Freedy, E., & Weltman, G. (2016). Building resilience with the stress resilience training system: Design validation and applications. Work, 54(2), 351–366. https://doi.org/10.3233/WOR-162301
25. De-Marcos, L., Garcia-Lopez, E., & Garcia-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & education, 95, 99-113.
26. Duterte, J. P. (2024). The impact of educational gamification on student learning outcomes. International Journal of Research and Innovation in Social Science, 8(10), 477–487. https://rsisinternational.org/journals/ijriss/articles/the-impact-of-educational-gamification-on-student-learning-outcomes/
27. Eltahir, M. E., Annamalai, N., Uthayakumaran, A., Zyoud, S. H., Zakarneh, B., & Al Salhi, N. (2023). A qualitative study on Malaysian academics' perceptions and suggestions on gamified learning. The Qualitative Report, 28(7), 2011–2028.
28. Fletcher, D., & Sarkar, M. (2013). Psychological Resilience: A Review and Critique of Definitions, Concepts, and Theory. European Psychologist, 18(1), 12-23. https://doi.org/10.1027/1016-9040/a000124
29. Gkintoni, E., Vantaraki, F., Skoulidi, C., Anastassopoulos, P., & Vantarakis, A. (2024). Promoting physical and mental health among children and adolescents via gamification: A conceptual systematic review. Behavioral Sciences, 14(2), 102. https://doi.org/10.3390/bs14020102
30. Hakami, M. (2020). Using Nearpod as a tool to promote active learning in higher education in a BYOD learning environment. Journal of Education and Learning, 9(1), 119–126. https://doi.org/10.5539/jel.v9n1p119
31. Ibrahim, H. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ethnographic Insights of Educational Digital Life Behaviours: A Study of Affluent Schools. Journal of Ecohumanism, 3(7), 4413-4428. https://doi.org/10.62754/joe.v3i7.4556
32. Jin, S., Fan, M., Wang, Y., & Liu, Q. (2020). Reconstructing traditional Chinese paintings with immersive virtual reality. In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems. ACM. https://doi.org/10.1145/3334480.XXXXXX
33. Kalisch, R., Baker, D. G., Basten, U., Boks, M. P., Bonanno, G. A., Brummelman, E., Chmitorz, A., Fernández, G., Fiebach, C. J., & Galatzer-Levy, I. (2017). The resilience framework as a strategy to combat stress-related disorders. Nature Human Behaviour, 1(11), 784–790. https://doi.org/10.1038/s41562-017-0200-8
34. Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191–210.
35. Lier, L. M., & Breuer, C. (2020). The motivating power of gamification: Does the inclusion of game elements increase the effectiveness of worksite health promotion programs? International Journal of Workplace Health Management, 13(1), 1–15.
36. Menendez-Ferreira, R., Torregrosa, J., López-Fernández, D., & Mayor, J. (2022). Design of a serious games to improve resilience skills in youngsters. Entertainment Computing, 40, 100462. https://doi.org/https://doi.org/10.1016/j.entcom.2021.100462
37. Najmi, A. H., Alameer, Y. R., & Alhalafawy, W. S. (2024). Exploring the Enablers of IoT in Education: A Qualitative Analysis of Expert Tweets. Journal of Infrastructure, Policy and Development, 8(10), 5079. https://doi.org/10.24294/jipd.v8i10.5079
38. Nobre, A., & Nobre, V. (2022). Gamification and Mobile Learning: New Pedagogical Strategies. In Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning (pp. 630-645). IGI Global.
39. Ortiz‐Rojas, M., Chiluiza, K., & Valcke, M. (2019). Gamification through leaderboards: An empirical study in engineering education. Computer Applications in Engineering Education, 27(4), 777-788.
40. Ortiz-Rojas, M., Chiluiza, K., Valcke, M., & Bolanos-Mendoza, C. (2025). How gamification boosts learning in STEM higher education: a mixed methods study. International Journal of STEM Education, 12(1), 1. https://doi.org/10.1186/s40594-024-00521-3
41. Panagiotarou, A., Stamatiou, Y. C., Pierrakeas, C., & Kameas, A. (2020). Gamification acceptance for learners with different E-skills. International Journal of Learning, Teaching and Educational Research, 19(2), 263-278.
42. Panis, I. C., Setyosari, P., Kuswandi, D., & Yuliati, L. (2020). Design Gamification Models in Higher Education: A Study in Indonesia. International Journal of Emerging Technologies in Learning (iJET), 15(12), pp. 244-255. https://doi.org/10.3991/ijet.v15i12.13965
43. Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112.
44. Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014). Resilience definitions, theory, and challenges: Interdisciplinary perspectives. European Journal of Psychotraumatology, 5(1), 25338. https://doi.org/10.3402/ejpt.v5.25338
45. Sylvester, C. E. (2024). Gamification in education: Enhancing student engagement and learning outcomes. Journal of Arts and Management, 3(3), 84–87.
46. Treiblmaier, H., & Putz, L.-M. (2020). Gamification as a moderator for the impact of intrinsic motivation: Findings from a multigroup field experiment. Learning and Motivation, 71, 101655.
47. Udwan, G., Leurs, K., & Alencar, A. (2020). Digital resilience tactics of Syrian refugees in the Netherlands: Social media for social support, health, and identity. Social Media+ Society, 6(2), 2056305120915587.
48. Ulmer, J., Braun, S., Cheng, C.-T., Dowey, S., & Wollert, J. (2022). Gamification of virtual reality assembly training: Effects of a combined point and level system on motivation and training results. International Journal of Human-Computer Studies, 165, 102854.
49. Waluyo, B. (2024). Exploring the impact of gamified learning on positive L2 self and English achievement. Learning and Motivation, 86, 101918. https://doi.org/10.1016/j.lmot.2024.101918
50. Zaki, M. Z. T., El-Refai, W. Y., Alharthi, M. A., Al-Hafdi, F. S., Najmi, A. H., Bakey, F. M. A. E., & Alhalafawy, W. S. (2024). The Effect of Mobile Search Retrieval Types on Self-Regulated Learning Among Middle School Students. Journal of Ecohumanism, 3(8). https://doi.org/10.62754/joe.v3i8.5005
51. Zaki, M. Z. T., El-Refai, W. Y., Najmi, A. H., Al-Hafdi, F. S., Alhalafawy, W. S., & Abd El Bakey, F. M. (2024). The Effect of Educational Activities through the Flipped Classroom on Students with Low Metacognitive Thinking. Journal of Ecohumanism, 3(4), 2476-2491. https://doi.org/10.62754/joe.v3i8.5003
2. Ahmad, A., Zeshan, F., Khan, M. S., Marriam, R., Ali, A., & Samreen, A. (2020). The impact of gamification on learning outcomes of computer science majors. ACM Transactions on Computing Education (TOCE), 20(2), 1-25.
3. Akgül, G. (2022). Resilience among Gifted Students: Are They Prone to Anxiety during Pandemic? Scandinavian Journal of Child and Adolescent Psychiatry and Psychology, 10(1), 153-162. https://doi.org/doi:10.2478/sjcapp-2022-0016
4. Alhalafawy, W. S., & Zaki, M. Z. (2024). The impact of augmented reality technology on the psychological resilience of secondary school students during educational crises. Ajman Journal of Studies & Research, 23(1).
5. Alharbi, T. S., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). Exploring the Framework for Intelligent Operations (FiOps) for Teachers in the Era of Generative AI (GenAI). International Journal of Learning, Teaching and Educational Research, 24(8), 942-964. https://doi.org/10.26803/ijlter.24.8.42
6. Alla, A., & Nafil, K. (2019). Gamification in IoT Application: A Systematic Mapping Study. Procedia Computer Science, 151, 455-462. https://doi.org/https://doi.org/10.1016/j.procs.2019.04.062
7. Alrashedi, N. T., Najmi, A. H., & Alhalafawy, W. S. (2024). Utilising Gamification to Enhance Ambition on Digital Platforms: An Examination of Faculty Members Perspectives in Times of Crisis. Journal of Ecohumanism, 3(8), 3404-3416. https://doi.org/10.62754/joe.v3i8.5003.
8. Alrashedi, N. T., Najmi, A. H., & Alhalafawy, W. S. (2024). Utilising Gamification to Enhance Ambition on Digital Platforms: An Examination of Faculty Members Perspectives in Times of Crisis. Journal of Ecohumanism, 3(8), 3404-3416. https://doi.org/10.62754/joe.v3i8.5003
9. Alsadoon, H. (2023). The impact of gamification on student motivation and engagement: An empirical study. Dirasat: Educational Sciences, 50(2).
10. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Chatbots in Education. In S. Papadakis & M. Kalogiannakis (Eds.), Empowering STEM Educators With Digital Tools (1 ed., pp. 137-154). IGI Global Scientific Publishing, Hershey, USA. https://doi.org/10.4018/979-8-3693-9806-7.ch006
11. Alsulami, M. R., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). The Potential of Generative AI in Scientific Publishing: Exploration of Researchers' Journeys from Draft to Publication. International Journal of Interactive Mobile Technologies (iJIM), 19(21), pp. 77-106. https://doi.org/10.3991/ijim.v19i21.56133
12. Ang, W. H. D., Chew, H. S. J., Ong, Y. H. N., Zheng, Z. J., Shorey, S., & Lau, Y. (2022). Becoming More Resilient during COVID-19: Insights from a Process Evaluation of Digital Resilience Training. International Journal of Environmental Research and Public Health, 19(19), 12899.
13. Appolloni, A., Colasanti, N., Fantauzzi, C., Fiorani, G., & Frondizi, R. (2021). Distance Learning as a Resilience Strategy during Covid-19: An Analysis of the Italian Context. Sustainability, 13(3), 1388. https://www.mdpi.com/2071-1050/13/3/1388
14. Argyriou, L., Economou, D., & Bouki, V. (2020). Design methodology for 360 immersive video applications: The case study of a cultural heritage virtual tour. Personal and Ubiquitous Computing, 24(6), 843–859. https://doi.org/10.1007/s00779-019-01338-1
15. Bartlett, J., Kazzazi, F., To, K., Lawrence, J., & Khanduja, V. (2021). Virtual reality simulator use stimulates medical students’ interest in orthopaedic surgery. Arthroscopy, Sports Medicine, and Rehabilitation, 3(5), e1343–e1348.
16. Bovermann, K., & Bastiaens, T. J. (2020). Towards a motivational design? Connecting gamification user types and online learning activities. Research and Practice in Technology Enhanced Learning, 15(1), 1-18.
17. Campillo-Ferrer, J.-M., Miralles-Martínez, P., & Sánchez-Ibáñez, R. (2020). Gamification in higher education: Impact on student motivation and the acquisition of social and civic key competencies. Sustainability, 12(12), 4822.
18. Carcelén-Fraile, M. del C., Belmonte, R., García-Carmona, M., & Fernández-Fernández, J. (2025). Active gamification in the emotional well-being and social skills of primary education students. Education Sciences, 15(2), 212. https://doi.org/10.3390/educsci15020212
19. Chan, E., Nah, F. F.-H., Liu, Q., & Lu, Z. (2018). Effect of gamification on intrinsic motivation. In HCI in Business, Government, and Organizations (pp. xxx–xxx). Springer.
20. Coelho, F., Oliveira, A., & Santos, J. (2025). The impact of educational gamification on cognition, emotions, and motivation: A randomized controlled trial. Journal of Computers in Education. https://doi.org/10.1007/s40692-025-00366-x
21. Corlett, J., & McConnachie, T. (2021). Delivering resilience training to pre-registration student nurses in partnership with a reservist military organisation: A qualitative study. Nurse Educ Today, 97, 104730. https://doi.org/10.1016/j.nedt.2020.104730
22. Dalponte Ayastuy, M., Torres, D., & Fernández, A. (2021). Adaptive gamification in Collaborative systems, a systematic mapping study. Computer Science Review, 39, 100333. https://doi.org/https://doi.org/10.1016/j.cosrev.2020.100333
23. Das, S., Vaishnavi Nakshatram, S., Söbke, H., Baalsrud Hauge, J., & Springer, C. (2025). Towards gamification for spatial digital learning environments. Entertainment Computing, 52, 100893. https://doi.org/https://doi.org/10.1016/j.entcom.2024.100893
24. de Visser, E. J., Dorfman, A., Chartrand, D., Lamon, J., Freedy, E., & Weltman, G. (2016). Building resilience with the stress resilience training system: Design validation and applications. Work, 54(2), 351–366. https://doi.org/10.3233/WOR-162301
25. De-Marcos, L., Garcia-Lopez, E., & Garcia-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & education, 95, 99-113.
26. Duterte, J. P. (2024). The impact of educational gamification on student learning outcomes. International Journal of Research and Innovation in Social Science, 8(10), 477–487. https://rsisinternational.org/journals/ijriss/articles/the-impact-of-educational-gamification-on-student-learning-outcomes/
27. Eltahir, M. E., Annamalai, N., Uthayakumaran, A., Zyoud, S. H., Zakarneh, B., & Al Salhi, N. (2023). A qualitative study on Malaysian academics' perceptions and suggestions on gamified learning. The Qualitative Report, 28(7), 2011–2028.
28. Fletcher, D., & Sarkar, M. (2013). Psychological Resilience: A Review and Critique of Definitions, Concepts, and Theory. European Psychologist, 18(1), 12-23. https://doi.org/10.1027/1016-9040/a000124
29. Gkintoni, E., Vantaraki, F., Skoulidi, C., Anastassopoulos, P., & Vantarakis, A. (2024). Promoting physical and mental health among children and adolescents via gamification: A conceptual systematic review. Behavioral Sciences, 14(2), 102. https://doi.org/10.3390/bs14020102
30. Hakami, M. (2020). Using Nearpod as a tool to promote active learning in higher education in a BYOD learning environment. Journal of Education and Learning, 9(1), 119–126. https://doi.org/10.5539/jel.v9n1p119
31. Ibrahim, H. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ethnographic Insights of Educational Digital Life Behaviours: A Study of Affluent Schools. Journal of Ecohumanism, 3(7), 4413-4428. https://doi.org/10.62754/joe.v3i7.4556
32. Jin, S., Fan, M., Wang, Y., & Liu, Q. (2020). Reconstructing traditional Chinese paintings with immersive virtual reality. In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems. ACM. https://doi.org/10.1145/3334480.XXXXXX
33. Kalisch, R., Baker, D. G., Basten, U., Boks, M. P., Bonanno, G. A., Brummelman, E., Chmitorz, A., Fernández, G., Fiebach, C. J., & Galatzer-Levy, I. (2017). The resilience framework as a strategy to combat stress-related disorders. Nature Human Behaviour, 1(11), 784–790. https://doi.org/10.1038/s41562-017-0200-8
34. Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191–210.
35. Lier, L. M., & Breuer, C. (2020). The motivating power of gamification: Does the inclusion of game elements increase the effectiveness of worksite health promotion programs? International Journal of Workplace Health Management, 13(1), 1–15.
36. Menendez-Ferreira, R., Torregrosa, J., López-Fernández, D., & Mayor, J. (2022). Design of a serious games to improve resilience skills in youngsters. Entertainment Computing, 40, 100462. https://doi.org/https://doi.org/10.1016/j.entcom.2021.100462
37. Najmi, A. H., Alameer, Y. R., & Alhalafawy, W. S. (2024). Exploring the Enablers of IoT in Education: A Qualitative Analysis of Expert Tweets. Journal of Infrastructure, Policy and Development, 8(10), 5079. https://doi.org/10.24294/jipd.v8i10.5079
38. Nobre, A., & Nobre, V. (2022). Gamification and Mobile Learning: New Pedagogical Strategies. In Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning (pp. 630-645). IGI Global.
39. Ortiz‐Rojas, M., Chiluiza, K., & Valcke, M. (2019). Gamification through leaderboards: An empirical study in engineering education. Computer Applications in Engineering Education, 27(4), 777-788.
40. Ortiz-Rojas, M., Chiluiza, K., Valcke, M., & Bolanos-Mendoza, C. (2025). How gamification boosts learning in STEM higher education: a mixed methods study. International Journal of STEM Education, 12(1), 1. https://doi.org/10.1186/s40594-024-00521-3
41. Panagiotarou, A., Stamatiou, Y. C., Pierrakeas, C., & Kameas, A. (2020). Gamification acceptance for learners with different E-skills. International Journal of Learning, Teaching and Educational Research, 19(2), 263-278.
42. Panis, I. C., Setyosari, P., Kuswandi, D., & Yuliati, L. (2020). Design Gamification Models in Higher Education: A Study in Indonesia. International Journal of Emerging Technologies in Learning (iJET), 15(12), pp. 244-255. https://doi.org/10.3991/ijet.v15i12.13965
43. Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112.
44. Southwick, S. M., Bonanno, G. A., Masten, A. S., Panter-Brick, C., & Yehuda, R. (2014). Resilience definitions, theory, and challenges: Interdisciplinary perspectives. European Journal of Psychotraumatology, 5(1), 25338. https://doi.org/10.3402/ejpt.v5.25338
45. Sylvester, C. E. (2024). Gamification in education: Enhancing student engagement and learning outcomes. Journal of Arts and Management, 3(3), 84–87.
46. Treiblmaier, H., & Putz, L.-M. (2020). Gamification as a moderator for the impact of intrinsic motivation: Findings from a multigroup field experiment. Learning and Motivation, 71, 101655.
47. Udwan, G., Leurs, K., & Alencar, A. (2020). Digital resilience tactics of Syrian refugees in the Netherlands: Social media for social support, health, and identity. Social Media+ Society, 6(2), 2056305120915587.
48. Ulmer, J., Braun, S., Cheng, C.-T., Dowey, S., & Wollert, J. (2022). Gamification of virtual reality assembly training: Effects of a combined point and level system on motivation and training results. International Journal of Human-Computer Studies, 165, 102854.
49. Waluyo, B. (2024). Exploring the impact of gamified learning on positive L2 self and English achievement. Learning and Motivation, 86, 101918. https://doi.org/10.1016/j.lmot.2024.101918
50. Zaki, M. Z. T., El-Refai, W. Y., Alharthi, M. A., Al-Hafdi, F. S., Najmi, A. H., Bakey, F. M. A. E., & Alhalafawy, W. S. (2024). The Effect of Mobile Search Retrieval Types on Self-Regulated Learning Among Middle School Students. Journal of Ecohumanism, 3(8). https://doi.org/10.62754/joe.v3i8.5005
51. Zaki, M. Z. T., El-Refai, W. Y., Najmi, A. H., Al-Hafdi, F. S., Alhalafawy, W. S., & Abd El Bakey, F. M. (2024). The Effect of Educational Activities through the Flipped Classroom on Students with Low Metacognitive Thinking. Journal of Ecohumanism, 3(4), 2476-2491. https://doi.org/10.62754/joe.v3i8.5003
Published
2025-12-26
How to Cite
Abdulrahman Ahmed Al-Zahrani. (2025). Designing a Gamified learning Environment and its Effectiveness in promoting Awareness of Psychological Resilience Mechanisms among Secondary School Students. Journal of Arts, Literature, Humanities and Social Sciences, (127), 206-224. https://doi.org/10.33193/JALHSS.127.2025.1592
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المقالات
Copyright (c) 2025 عبدالرحمن أحمد الزهراني
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