The Effectiveness of Flipped Classes Based on Game Stimuli in Developing Metacognitive Thinking among Preparatory Year Students at The University of Jeddah
Keywords:
Flipped classrooms, game stimuli, metacognitive thinking
Abstract
The current research aimed to design a proposed model for flipped classes based on game stimuli and measure its effectiveness in developing metacognitive thinking among preparatory year students at the University of Jeddah. The research sample consisted of (60) students from the preparatory year in the academic year 1442/1443 AH who were randomly distributed over the two experimental research groups, where the first experimental group studies using flipped classes based on game stimuli, while the second group studies using flipped classes without gaming stimuli. A quasi-experimental design with two experimental groups was used. A scale of supra-cognitive thinking was built that consisted of (24) items. The scale included (3) axes, each axis amounted to (8) items. After applying the experiment for three consecutive weeks, each group used the treatment specified for it, the results were monitored and statistically analyzed using a t-test to compare between groups and determine the significance of the differences, as well as the size of the effect was calculated. The results revealed the effectiveness of flipped classes based on game stimuli in developing metacognitive thinking among students of the first experimental group that used flipped classes based on game stimuli compared to students of the second experimental group that used flipped classes without any stimuli. The research recommended the need to reconsider how to motivate learners through flipped classroom systems.
References
المراجع العربية
１. وليد سالم الحلفاوي، ومروة زكي توفيق (2020). مستحدثات تكنولوجيا التعليم 2.0: نماذج لدعم التعليم المستدام. القاهرة: دار فنون للنشر والتوزيع.
２. جابر عبدالحميد جابر (1999). استراتيجيات التدريس والتعلم. القاهرة، دار الفكر العربي.
３. عبدالناصر الجراح، وعلاء الدين عبيدات (2011). مستوى التفكير ما وراء المعرفي لدى عينة من طلبة جامعة اليرموك في ضوء بعض المتغيرات. المجلة الأردنية في العلوم التربوية، 7(22)، 145-162.
References
1. Walid Salem Al-Halfawi, and Marwa Zaki Tawfik. (2020). Educational Technology Innovations 2.0: Models to Support Sustainable Education. Cairo: Art House for Publishing and Distribution.
2. Jaber Abdel Hamid Jaber. (1999). Teaching and learning strategies. Cairo, Arab Thought House.
3. Abdel Nasser Al-Jarrah, and Alaa Al-Din Obeidat. (2011). The level of metacognitive thinking among a sample of Yarmouk University students in the light of some variables. The Jordanian Journal of Educational Sciences, 7(22), 145-162.
4. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1-13. doi:10.1080/10494820.2020.1813180
5. 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
6. Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15-21.
7. Bíró, G. I. (2014). Didactics 2.0: A pedagogical analysis of gamification theory from a comparative perspective with a special view to the components of learning. Procedia-Social and Behavioral Sciences, 141, 148-151.
8. Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(1), 1-9.
9. Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. doi:https://doi.org/10.1016/j.psychres.2020.112934
10. Caselli, G., Fernie, B., Canfora, F., Mascolo, C., Ferrari, A., Antonioni, M., . . . Spada, M. M. (2018). The Metacognitions about Gambling Questionnaire: Development and psychometric properties. Psychiatry Research, 261, 367-374. doi:https://doi.org/10.1016/j.psychres.2018.01.018
11. Chakma, U., Li, B., & Kabuhung, G. (2021). Creating online metacognitive spaces: Graduate research writing during the COVID-19 pandemic. Issues in Educational Research, 31(1), 37-55.
12. 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
13. Chen, Y., Wang, Y., Kinshuk, & Chen, N.-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27. doi:https://doi.org/10.1016/j.compedu.2014.07.004
14. 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.
15. Connor, C. M., Day, S. L., Zargar, E., Wood, T. S., Taylor, K. S., Jones, M. R., & Hwang, J. K. (2019). Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book. Computers & Education, 128, 284-311. doi:https://doi.org/10.1016/j.compedu.2018.09.016
16. Dalponte Ayastuy, M., Torres, D., & Fernández, A. (2021). Adaptive gamification in Collaborative systems, a systematic mapping study. Computer Science Review, 39, 100333. doi:https://doi.org/10.1016/j.cosrev.2020.100333
17. 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
18. Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011). Gamification. using game-design elements in non-gaming contexts. Paper presented at the CHI'11 extended abstracts on human factors in computing systems.
19. Ding, L. (2019). Applying gamifications to asynchronous online discussions: A mixed methods study. Computers in Human Behavior, 91, 1-11. doi:https://doi.org/10.1016/j.chb.2018.09.022
20. 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
21. Groh, F. (2012). Gamification: State of the art definition and utilization. Institute of Media Informatics Ulm University, 39.
22. Hashemi, S. G. S., Hosseinnezhad, S., Dini, S., Griffiths, M. D., Lin, C.-Y., & Pakpour, A. H. (2020). The mediating effect of the cyberchondria and anxiety sensitivity in the association between problematic internet use, metacognition beliefs, and fear of COVID-19 among Iranian online population. Heliyon, 6(10), e05135.
23. Haslam, M. B. (2021). What might COVID-19 have taught us about the delivery of Nurse Education, in a post-COVID-19 world? Nurse Education Today, 97, 104707. doi:https://doi.org/10.1016/j.nedt.2020.104707
24. 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
25. Hu, R., Gao, H., Ye, Y., Ni, Z., Jiang, N., & Jiang, X. (2018). Effectiveness of flipped classrooms in Chinese baccalaureate nursing education: A meta-analysis of randomized controlled trials. International Journal of Nursing Studies, 79(Supplement C), 94-103. doi:https://doi.org/10.1016/j.ijnurstu.2017.11.012
26. Huang, Y., & Yang, C. (2020). A metacognitive approach to reconsidering risk perceptions and uncertainty: understand information seeking during COVID-19. Science Communication, 42(5), 616-642.
27. Jabbar, A., Gauci, C. G., & Anstead, C. A. (2021). Parasitology Education Before and After the COVID-19 Pandemic. Trends in Parasitology, 37(1), 3-6. doi:https://doi.org/10.1016/j.pt.2020.10.009
28. Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education.
29. Kralik, J. D., Lee, J. H., Rosenbloom, P. S., Jackson, P. C., Epstein, S. L., Romero, O. J., . . . McGreggor, K. (2018). Metacognition for a Common Model of Cognition. Procedia Computer Science, 145, 730-739. doi:https://doi.org/10.1016/j.procs.2018.11.046
30. Lai, C.-L., & Hwang, G.-J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100(Supplement C), 126-140. doi:https://doi.org/10.1016/j.compedu.2016.05.006
31. 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
32. Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4.
33. Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers & Education, 118(Supplement C), 150-165. doi:https://doi.org/10.1016/j.compedu.2017.12.003
34. Luo, S., Yang, H., & Meinel, C. (2015). Reward-based Intermittent Reinforcement in Gamification for E-learning. Paper presented at the CSEDU (1).
35. Maulyda, M. A., Affandi, L. H., & Hidayati, V. R. (2021). THE LEVEL OF STUDENTS’METACOGNITION THINKING DURING ONLINE LECTURES IN THE COVID-19 PANDEMIC. Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 24(2), 178-192.
36. Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education.
37. Mitchell, R., Schuster, L., & Jin, H. S. (2020). Gamification and the impact of extrinsic motivation on needs satisfaction: Making work fun? Journal of Business Research, 106, 323-330. doi:https://doi.org/10.1016/j.jbusres.2018.11.022
38. Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. Handbook of positive psychology, 195-206.
39. Nishida, K., Toyomaki, A., Koshikawa, Y., Niimura, H., Morimoto, T., Tani, M., . . . Sumiyoshi, T. (2018). Social cognition and metacognition contribute to accuracy for self-evaluation of real-world functioning in patients with schizophrenia. Schizophrenia Research, 202, 426-428. doi:https://doi.org/10.1016/j.schres.2018.06.071
40. Perryer, C., Celestine, N. A., Scott-Ladd, B., & Leighton, C. (2016). Enhancing workplace motivation through gamification: Transferrable lessons from pedagogy. The International Journal of Management Education, 14(3), 327-335.
41. Ponce, P., Meier, A., Méndez, J. I., Peffer, T., Molina, A., & Mata, O. (2020). Tailored gamification and serious game framework based on fuzzy logic for saving energy in connected thermostats. Journal of Cleaner Production, 262, 121167. doi:https://doi.org/10.1016/j.jclepro.2020.121167
42. 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
43. 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
43. Ryan, R. M., & Deci, E. L. (2000). 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
44. Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, 144, 103666. doi:https://doi.org/10.1016/j.compedu.2019.103666
45. Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74(Supplement C), 14-31. doi:https://doi.org/10.1016/j.ijhcs.2014.09.006
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１. وليد سالم الحلفاوي، ومروة زكي توفيق (2020). مستحدثات تكنولوجيا التعليم 2.0: نماذج لدعم التعليم المستدام. القاهرة: دار فنون للنشر والتوزيع.
２. جابر عبدالحميد جابر (1999). استراتيجيات التدريس والتعلم. القاهرة، دار الفكر العربي.
３. عبدالناصر الجراح، وعلاء الدين عبيدات (2011). مستوى التفكير ما وراء المعرفي لدى عينة من طلبة جامعة اليرموك في ضوء بعض المتغيرات. المجلة الأردنية في العلوم التربوية، 7(22)، 145-162.
References
1. Walid Salem Al-Halfawi, and Marwa Zaki Tawfik. (2020). Educational Technology Innovations 2.0: Models to Support Sustainable Education. Cairo: Art House for Publishing and Distribution.
2. Jaber Abdel Hamid Jaber. (1999). Teaching and learning strategies. Cairo, Arab Thought House.
3. Abdel Nasser Al-Jarrah, and Alaa Al-Din Obeidat. (2011). The level of metacognitive thinking among a sample of Yarmouk University students in the light of some variables. The Jordanian Journal of Educational Sciences, 7(22), 145-162.
4. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1-13. doi:10.1080/10494820.2020.1813180
5. 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
6. Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15-21.
7. Bíró, G. I. (2014). Didactics 2.0: A pedagogical analysis of gamification theory from a comparative perspective with a special view to the components of learning. Procedia-Social and Behavioral Sciences, 141, 148-151.
8. Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(1), 1-9.
9. Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. doi:https://doi.org/10.1016/j.psychres.2020.112934
10. Caselli, G., Fernie, B., Canfora, F., Mascolo, C., Ferrari, A., Antonioni, M., . . . Spada, M. M. (2018). The Metacognitions about Gambling Questionnaire: Development and psychometric properties. Psychiatry Research, 261, 367-374. doi:https://doi.org/10.1016/j.psychres.2018.01.018
11. Chakma, U., Li, B., & Kabuhung, G. (2021). Creating online metacognitive spaces: Graduate research writing during the COVID-19 pandemic. Issues in Educational Research, 31(1), 37-55.
12. 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
13. Chen, Y., Wang, Y., Kinshuk, & Chen, N.-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27. doi:https://doi.org/10.1016/j.compedu.2014.07.004
14. 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.
15. Connor, C. M., Day, S. L., Zargar, E., Wood, T. S., Taylor, K. S., Jones, M. R., & Hwang, J. K. (2019). Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book. Computers & Education, 128, 284-311. doi:https://doi.org/10.1016/j.compedu.2018.09.016
16. Dalponte Ayastuy, M., Torres, D., & Fernández, A. (2021). Adaptive gamification in Collaborative systems, a systematic mapping study. Computer Science Review, 39, 100333. doi:https://doi.org/10.1016/j.cosrev.2020.100333
17. 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
18. Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011). Gamification. using game-design elements in non-gaming contexts. Paper presented at the CHI'11 extended abstracts on human factors in computing systems.
19. Ding, L. (2019). Applying gamifications to asynchronous online discussions: A mixed methods study. Computers in Human Behavior, 91, 1-11. doi:https://doi.org/10.1016/j.chb.2018.09.022
20. 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
21. Groh, F. (2012). Gamification: State of the art definition and utilization. Institute of Media Informatics Ulm University, 39.
22. Hashemi, S. G. S., Hosseinnezhad, S., Dini, S., Griffiths, M. D., Lin, C.-Y., & Pakpour, A. H. (2020). The mediating effect of the cyberchondria and anxiety sensitivity in the association between problematic internet use, metacognition beliefs, and fear of COVID-19 among Iranian online population. Heliyon, 6(10), e05135.
23. Haslam, M. B. (2021). What might COVID-19 have taught us about the delivery of Nurse Education, in a post-COVID-19 world? Nurse Education Today, 97, 104707. doi:https://doi.org/10.1016/j.nedt.2020.104707
24. 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
25. Hu, R., Gao, H., Ye, Y., Ni, Z., Jiang, N., & Jiang, X. (2018). Effectiveness of flipped classrooms in Chinese baccalaureate nursing education: A meta-analysis of randomized controlled trials. International Journal of Nursing Studies, 79(Supplement C), 94-103. doi:https://doi.org/10.1016/j.ijnurstu.2017.11.012
26. Huang, Y., & Yang, C. (2020). A metacognitive approach to reconsidering risk perceptions and uncertainty: understand information seeking during COVID-19. Science Communication, 42(5), 616-642.
27. Jabbar, A., Gauci, C. G., & Anstead, C. A. (2021). Parasitology Education Before and After the COVID-19 Pandemic. Trends in Parasitology, 37(1), 3-6. doi:https://doi.org/10.1016/j.pt.2020.10.009
28. Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education.
29. Kralik, J. D., Lee, J. H., Rosenbloom, P. S., Jackson, P. C., Epstein, S. L., Romero, O. J., . . . McGreggor, K. (2018). Metacognition for a Common Model of Cognition. Procedia Computer Science, 145, 730-739. doi:https://doi.org/10.1016/j.procs.2018.11.046
30. Lai, C.-L., & Hwang, G.-J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100(Supplement C), 126-140. doi:https://doi.org/10.1016/j.compedu.2016.05.006
31. 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
32. Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4.
33. Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers & Education, 118(Supplement C), 150-165. doi:https://doi.org/10.1016/j.compedu.2017.12.003
34. Luo, S., Yang, H., & Meinel, C. (2015). Reward-based Intermittent Reinforcement in Gamification for E-learning. Paper presented at the CSEDU (1).
35. Maulyda, M. A., Affandi, L. H., & Hidayati, V. R. (2021). THE LEVEL OF STUDENTS’METACOGNITION THINKING DURING ONLINE LECTURES IN THE COVID-19 PANDEMIC. Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 24(2), 178-192.
36. Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education.
37. Mitchell, R., Schuster, L., & Jin, H. S. (2020). Gamification and the impact of extrinsic motivation on needs satisfaction: Making work fun? Journal of Business Research, 106, 323-330. doi:https://doi.org/10.1016/j.jbusres.2018.11.022
38. Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. Handbook of positive psychology, 195-206.
39. Nishida, K., Toyomaki, A., Koshikawa, Y., Niimura, H., Morimoto, T., Tani, M., . . . Sumiyoshi, T. (2018). Social cognition and metacognition contribute to accuracy for self-evaluation of real-world functioning in patients with schizophrenia. Schizophrenia Research, 202, 426-428. doi:https://doi.org/10.1016/j.schres.2018.06.071
40. Perryer, C., Celestine, N. A., Scott-Ladd, B., & Leighton, C. (2016). Enhancing workplace motivation through gamification: Transferrable lessons from pedagogy. The International Journal of Management Education, 14(3), 327-335.
41. Ponce, P., Meier, A., Méndez, J. I., Peffer, T., Molina, A., & Mata, O. (2020). Tailored gamification and serious game framework based on fuzzy logic for saving energy in connected thermostats. Journal of Cleaner Production, 262, 121167. doi:https://doi.org/10.1016/j.jclepro.2020.121167
42. 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
43. 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
43. Ryan, R. M., & Deci, E. L. (2000). 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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Published
2021-11-26
How to Cite
Dr. Majed Abdallah Hamed Alharthi. (2021). The Effectiveness of Flipped Classes Based on Game Stimuli in Developing Metacognitive Thinking among Preparatory Year Students at The University of Jeddah. Journal of Arts, Literature, Humanities and Social Sciences, (73), 122-139. https://doi.org/10.33193/JALHSS.73.2021.591
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