نوع المستند : المقالة الأصلية
المؤلف
الهيئة العامة للتعليم التطبيقي والتدريب - دولة الكويت
المستخلص
الكلمات الرئيسية
عنوان المقالة [English]
المؤلف [English]
The current research aims to identify the effectiveness of using gamification based on Massive Open Online Courses (MOOCs) on Mathematical Achievement. It also aims to investigate the impact of gamification on enhancing self-regulated learning skills. In addition, it aims at assessing gamified MOOCs on improving online social presence in online learning environments. To achieve this goal, a mathematical achievement test in was designed, self-regulated learning skills scale was translated, as well as a scale of social presence in e-learning environments. The research adopted the quasi-experimental research approach, with two experimental and control groups. The sample of the study consisted of (64) students distributed into the two groups; The experimental group consisting of (34) students, and a control group consisting of (30) students. The results showed that there is a statistically significant difference at the level of (0.05) or less between the mean scores of the students of the experimental group and the control group in the post-application of mathematical achievement in favor of the students of the experimental group. The mean scores of the students of the experimental and control groups in the post-application of self-regulated learning skills in favor of the students of the experimental group. In addition, it was found that there was a statistically significant difference at the level of (0.05) or less between the average scores of the students of the experimental and control groups in the post-application of social presence skills through E-learning environments in favor of the experimental group students. Then the research recommends the importance of adopting gamification in teaching mathematics, as well as using MOOCs in developing different thinking skills, especially high-ranking ones.
الكلمات الرئيسية [English]
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