ISLAMIC TEACHERS’ PERCEPTIONS OF USING GAMIFICATION IN SAUDI ARABIAN ELEMENTARY SCHOOLS
Keywords:Islamic Teachers, Perceptions, Gamification, Saudi Arabian Elementary Schools
The current study aimed to examine the practice-based perceptions of Islamic teachers of Saudi Elementary school who do teach with gamification - either playing or creating games-in classrooms in order assess their opinions of using games in their teaching Islamic lessons courses. Semi-structured interviews were conducted with 192 Saudi elementary education Islamic teachers. The study found that the use of gamification in the Saudi elementary schools played a pivotal role in enhancing the elementary students’ intrinsic and extrinsic motivations, with a total mean hit 4.67. Also, gamification creating attractive learning environment received the second highest rating, with total average of 4.48. In addition, the positive effects of gamification for enhancing student’s collaboration work with others was the third highest rating, with total mean of 4.37.
The findings revealed that most Islamic teachers of Saudi elementary schools who actually use gamification in their classrooms perceived elementary school student engagement with a game and cognitive learning outcome as effects of the use of games in formal teaching settings. Also, the findings of the study recommend there is a need for further studies to examine perceptions of teachers of other disciplines, such as languages, arts, social science, science, computer science and the like of using gamification in teaching and learning. Also, qualitative studies may be conducted by the researchers in these domains , interviews with students, and classroom observation can be carried out to investigate Saudi students’ perceptions in different educational levels of using gamification in education The pedagogical implications of these findings for the use of gamification in teachers’ educational practice are discussed.
Borges, S. S., Durelli, V. H. S., Reis, H. M., & Isotani, S. (2014). A systematic mapping on
gamification applied to education. Presented at ACM SAC’14 Conference, Gyeongju, South Korea, 216–222.
Carrillo,Dolores López;García,Amelia Calonge;Laguna,Teresa Rodríguez;Magán,Germán Ros&Moreno, José
Alberto.(2019).Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices. The Electronic Journal of e-Learning, 17(2),93-106.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (September 28-30, 2011). From Game Design Elements to
Gamefulness: Defining “Gamification".In Proceedings of the 15th InternationalAcademic MindTrek Conference: Envisioning Future MediaEnvironments, Tampere, Finland,ACM, 9-15.
Dicheva, Darina; Dichev, Christo, Agre, Gennady & Angelova, Galia. (2015). Gamification in education:
A systemic mapping study. Educational Technology & Society, 18(3), 1-14.
Dussel, I., & Quevedo, L. A. (2010). Educación y nuevas tecnologías: los desafíos pedagógicos ante el mundo
digital. Buenos Aires: Santillana.
France, Pual & Deluca, Debora. (2019). learning through action: creating and implementing a strategy game to
foster innovative thinking in higher education. Sage Journal.50(1).23-43
Gee, J. P. (2004). Lo que nos enseñan los videojuegos sobre el aprendizaje y el alfabetismo. Málaga: Aljibe
Glover, I. (2013). Play as you learn: Gamification as a technique for motivation learners. In J.Herrington, et al.
(Eds). Preceding of the educational multimedia, hypermedia and telecomminutions conference. Chesapeake, Va: AACE.
Hong, Goh Yung&Masood, Mona. (2014).Effects of Gamification on Lower Secondary School Students’
Motivation and Engagement. World Academy of Science, Engineering and TechnologyInternational Journal of Educational and Pedagogical Sciences. 8(12), 3765-3772.
Huang, W. Hsin-Yuan & Soman, D. (2013, December 10). Gamification of Education. Toronto: University of
Toronto. Retrieved from Inside Rotman:
Lee,J.J.& Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly,
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training
and education. John Wiley & Sons
Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education.Proceedings of 9th International
Balkan Education and Science Conference.
Malone, T. W. & Lepper, M. R. (1987). Making learning fun: A Taxonomy of intrinsic motivations for learning.
Aptitude, Learning, and Instruction: Vol. 3. Hillsdale, NJ: Lawrence Erlbaum,
Mateo, J. (2012). La investigación ex post-facto. In Bisquerra, R. (Ed.), Metodología de investigación educative.
Madrid: La Muralla.195-229
Ministry of Education. (2019). Educational Initiatives. To retrieve http:// www. moe.gov.ae/en/Pages/home.aspx
Piaget, J. (1962). Play, dreams and imitation in childhood. New York: Norton
Parreno, Marti; Ibanest, Mendez & Arroyo, Alonso. (2016). The use of gamification in education: a bibliometric and
text mining analysis. Journal of Computer Assisted Learning, 32,663-676, doi:10.1111/jcal12161
Rivas, Sánchez, E. (2016). Pedagogía vía Twitter. Madrid: Kolima.
Rivas, Enrique Sanchez; Palmero, Joulio Ruiz; Rodriguez, Jose Sanchez. (2019). Gamification of assessment in the
natural sciences subject in primary education. Educational science; Theory & Practice. 19(1),95-111.
Vaillant, D. (2013). Programa TIC y Educación Básica. Buenos Aires: UNICEF
Werbach, K. & Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your Business.Harrisburg:
Wharton Digital Press
How to Cite
Authors wishing to include figures, tables, or text passages that have already been published elsewhere are required to obtain permission from the copyright owner(s) for both the print and online format and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.