Gameful learning investigating the impact of game elements, interactivity, and learning style on student success

Islam Kamel Ahmad Alamri

doi:10.31893/multiscience.2025108

Keywords:

gameful learning

kahoot

student success

jordanian gamification

Abstract

This study explores the effects of the aspects of game components, interactivity and learning-styles towards the main goal of providing an understanding of the factors that contribute towards the improvement of learning. Structured questionnaires were used to gather quantitative data from participants ranging from college going students to post graduate level students. The outcome of the quantitative organized queries also painted the picture consistent with all the quantitative hypotheses where regression models had been applied. The next level of credibility came from the quantitative results that ranged from mildly to strongly positive and supported by an expert indicating that the latter had improved due to the effects of gamification. Gathering the qualitative data was carried out by semi-structured interviews with six experienced educators. These educators provided deep descriptions and complex opinion on the personal experiences in the learning context that involve gamification. Unlike the quantitative analysis that focused on the overall results of gamification, the thematic analysis unfolded into the qualitative aspects regarding motivation, engagement, and the learner’s journey. Combining these quantitative and more especially qualitative data sets offers an alternating view of the gamification environment in education. The findings of the study do not only contribute to the theoretical body of knowledge in gamification but also offer real-life recommendations for the educators and institutions who are eager to bring changes to the traditional learning processes. Therefore, the study shows that there are no hard-liner advantages of gamification and that it can have positive impacts in various perspectives. It shows how game elements can improve the learning application and motivation and their capacity in dealing with different learning types and achieving better academic results. Additionally, the qualitative element strengthens the role of teachers, when describing the conditions and possibilities of using the gamification concept for actual educational teaching context.
References
1. Abusa’aleek, Rami Ali, & Baniabdelrahman, Abdallah Ahmad. (2020). The effect of gamification on Jordanian EFL sixth grade students’ reading comprehension. International Journal of Education and Training (InjET), 6(1), 1-11.
2. Adams, Samantha P, & Du Preez, Ronel. (2022). Supporting student engagement through the gamification of learning activities: A design-based research approach. Technology, Knowledge and Learning, 1-20.
3. Ahmed, Alim Al Ayub, Sayed, Biju Theruvil, Wekke, Ismail Suardi, Widodo, Mulyanto, Rostikawati, Dian, Ali, Muneam Hussein, . . . Azizian, Mahdieh. (2022). An empirical study on the effects of using Kahoot as a game-based learning tool on EFL learners’ vocabulary recall and retention. Education Research International, 2022.
4. Ahn, Sun Joo, Johnsen, Kyle, & Ball, Catherine. (2019). Points-based reward systems in gamification impact children’s physical activity strategies and psychological needs. Health Education & Behavior, 46(3), 417-425.
5. Al-Adwan, Ahmad Samed, Albelbisi, Nour Awni, Hujran, Omar, Al-Rahmi, Waleed Mugahed, & Alkhalifah, Ali. (2021). Developing a holistic success model for sustainable e-learning: A structural equation modeling approach. Sustainability, 13(16), 9453.
6. Al-Khamaiseh, Hadeel Saleh, & Al-Jamal, Dina Abdulhameed. (2022). The Effect Of Using Kahoot On Jordanian EFL Ninth-Grade Students’ Reading Comprehension. Journal of Positive School Psychology, 757-770.
7. Al-Mawadieh, Reda SM, Aldarabah, Intisar Turki, Alj-aafreh, Abdulsalam, Alawamreh, Ali Ratib, & Angawi, Mohammed. (2024). The Extent of Fulfilling the Requirements of Inclusion of Special Needs Children in Jordanian Kindergartens Artificial Intelligence and Economic Sustainability in the Era of Industrial Revolution 5.0 (pp. 479-489): Springer.
8. Alam, Mehnaz, Md Sanaul, Haque, Tripathi, Ashok, & Vainionpää, Fanny. (2022). Prototyping a gamified system to persuade school-age children in developing countries: using Kahoot in online environments. Paper presented at the Adjunct Proceedings of the 17th International Conference on Persuasive Technology 2022: The 1st International Workshop on Digital Nudging and Digital Persuasion (DNDP 2022).
9. Alawadhi, Azza, & Abu-Ayyash, Emad AS. (2021). Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Education and Information Technologies, 1-30.
10. Alawamreh, Ali Ratib, & Elias, Nur Fazidah. (2015). EXAMINING THE EFFECTIVENESS OF USING WEB-BASED LEARNING FOR GIFTED STUDENTS: JORDAN AS CASE STUDY. Journal of Theoretical & Applied Information Technology, 76(2).
11. Alawamreh, Ali Ratib, & Elias, Nur Fazidah. (2016). The Acceptance of e-Learning System for Gifted Students in Developing Country (Jordan Case Study).
12. Alharbi, Eslam, & Rahman, Mohd Nordin Abdul. (2023). A new gamification model for e-learning in Jordan higher education. Paper presented at the AIP Conference Proceedings.
13. ALHATMI, BADAR, EISHEH, ABO, & ALRHABA, ZAEDH HASSAN FAHAD. (2024). UNRAVELING THE INFLUENCE OF ARTIFICIAL INTELLIGENCE, ORGANIZATIONAL, AND ENVIRONMENTAL FACTORS IN STRATEGIC PLANNING: IMPLICATIONS AND PRACTICAL INSIGHTS. Journal of Theoretical and Applied Information Technology, 102(4).
14. Alsawaier, Raed S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56-79.
15. Altawalbeh, Khitam, & Irwanto, Irwanto. (2023). Game-Based Learning: The Impact of Kahoot on a Higher Education Online Classroom. Journal of Educational Technology and Instruction, 2(1), 30-49.
16. Chapman, Jared, & Rich, Peter. (2017). Identifying motivational styles in educational gamification.
17. Cho, Inje, Kaplanidou, Kyriaki, & Sato, Shintaro. (2021). Gamified wearable fitness tracker for physical activity: a comprehensive literature review. Sustainability, 13(13), 7017.
18. Creswell, John W. (1999). Mixed-method research: Introduction and application Handbook of educational policy (pp. 455-472): Elsevier.
19. Deng, Ruiqi, Benckendorff, Pierre, & Gao, Yifan. (2022). Limited usefulness of learning style instruments in advancing teaching and learning. The International Journal of Management Education, 20(3), 100686.
20. Dichev, Christo, Dicheva, Darina, Angelova, Galia, & Agre, Gennady. (2014). From gamification to gameful design and gameful experience in learning. Cybernetics and information technologies, 14(4), 80-100.
21. Dichev, Christo, Dicheva, Darina, & Irwin, Keith. (2020). Gamifying learning for learners. International Journal of Educational Technology in Higher Education, 17, 1-14.
22. Fornell, Claes, & Larcker, David F. (1981a). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50.
23. Fornell, Claes, & Larcker, David F. (1981b). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of marketing research, 382-388.
24. Göksün, Derya Orhan, & Gürsoy, Gülden. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15-29.
25. González-Fernández, Alberto, Revuelta-Domínguez, Francisco-Ignacio, & Fernández-Sánchez, María Rosa. (2022). Models of Instructional Design in Gamification: A Systematic Review of the Literature. Education Sciences, 12(1), 44.
26. Hashim, Harwati, Rafiq, Rafiqah M, & Md Yunus, Melor. (2019). Improving ESL learners’ grammar with gamified-learning. Arab World English Journal (AWEJ) Special Issue on CALL(5).
27. Heilporn, Géraldine, Lakhal, Sawsen, & Bélisle, Marilou. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18, 1-25.
28. Jogulu, Uma D, & Pansiri, Jaloni. (2011). Mixed methods: A research design for management doctoral dissertations. Management research review, 34(6), 687-701.
29. Johns, Kyoko. (2015). Engaging and assessing students with technology: a review of Kahoot! Delta Kappa Gamma Bulletin, 81(4), 89.
30. Kauppinen, Antti, & Choudhary, Ali Iftikhar. (2021). Gamification in entrepreneurship education: A concrete application of Kahoot! The International Journal of Management Education, 19(3), 100563.
31. Kingsley, Tara L, & Grabner‐Hagen, Melissa M. (2015). Gamification: Questing to integrate content knowledge, literacy, and 21st‐century learning. Journal of adolescent & adult literacy, 59(1), 51-61.
32. Leitão, Rui, Maguire, Martin, Turner, Sarah, & Guimarães, Laura. (2022). A systematic evaluation of game elements effects on students’ motivation. Education and Information Technologies, 1-23.
33. Licorish, Sherlock A, Owen, Helen E, Daniel, Ben, & George, Jade Li. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1-23.
34. Llorente Cejudo, Maria del Carmen, Palacios Rodríguez, Antonio de Padua, & Fernández Scagliusi, Victoria. (2022). Learning landscapes and educational Breakout for the development of digital skills of teachers in training. Interaction Design and Architecture (s) Journal, 53, 176-190.
35. Mada, Ratu Dea, & Anharudin, Anharudin. (2019). How online learning evaluation (kahoot) affecting students’ achievement and motivation (case study on it students). International Journal for Educational and Vocational Studies, 1(5), 422-427.
36. Mahasneh, Deema, Shoqirat, Noordeen, Singh, Charleen, & Hawks, Miranda. (2021). “From the classroom to Dr. YouTube”: nursing students' experiences of learning and teaching styles in Jordan. Teaching and Learning in Nursing, 16(1), 5-9.
37. Malone, Mac, Wang, Yicheng, James, Kedrian, Anderegg, Murray, Werner, Jan, & Monrose, Fabian. (2021). To gamify or not? on leaderboard effects, student engagement and learning outcomes in a cybersecurity intervention. Paper presented at the Proceedings of the 52nd ACM Technical Symposium on Computer Science Education.
38. McCann, Brian M. (2006). The relationship between learning styles, learning environments, and student success. Journal of agricultural education, 47(3), 14-23.
39. Morris, Bradley J, Croker, Steve, Zimmerman, Corinne, Gill, Devin, & Romig, Connie. (2013). Gaming science: the “Gamification” of scientific thinking. Frontiers in psychology, 4, 607.
40. Mystakidis, Stylianos. (2019). Motivation enhanced deep and meaningful learning with social virtual reality. JYU dissertations.
41. Namoun, Abdallah, & Alshanqiti, Abdullah. (2020). Predicting student performance using data mining and learning analytics techniques: A systematic literature review. Applied Sciences, 11(1), 237.
42. Obeidat, Abdallah Mishael. (2022). The impact of business intelligence in crisis management: the strategic vigilance as an intermediary variable in Jordanian insurance companies. International Journal of Business Information Systems, 41(3), 342-359.
43. Obeidat, Abdallah Misheal, Al-Omari, Khaled AQ, Aljawarneh, Nader Mohammad, & Alkhlouf, Ibrahim Ismail. (2022). The effect of career path planning on organisational performance. International Journal of Business Innovation and Research, 27(4), 508-525.
44. Otair, Mohammed, Abualoush, Shadi, Obeidat, Abdallah, & Bataineh, Khaled. (2022). Improving firm’s innovation performance through transformation leadership and knowledge sharing: the moderating role of absorptive capacity. Case Study Jordan, 11, 1693-1709.
45. Peng, Chunju. (2021). A conceptual review of teacher enthusiasm and students' success and engagement in Chinese EFL classes. Frontiers in Psychology, 12, 742970.
46. Pitoyo, Muhammad Dafit. (2019). Gamification based assessment: A test anxiety reduction through game elements in Quizizz platform. IJER (Indonesian Journal of Educational Research), 4(1), 22-32.
47. Plasman, Jay, Gottfried, Michael, Williams, Darryl, Ippolito, Mary, & Owens, Ann. (2021). Parents’ occupations and students’ success in stem fields: A systematic review and narrative synthesis. Adolescent Research Review, 6, 33-44.
48. Purba, Leony Sanga Lamsari, Sormin, Elferida, Harefa, Nelius, & Sumiyati, Sumiyati. (2019). Effectiveness of use of online games kahoot! chemical to improve student learning motivation. Jurnal Pendidikan Kimia, 11(2), 57-66.
49. Qawaqneh, Haitham, Ahmad, Fadi Bani, & Alawamreh, Ali Ratib. (2023). The Impact of Artificial Intelligence-Based Virtual Laboratories on Developing Students’ Motivation Towards Learning Mathematics. International Journal of Emerging Technologies in Learning (Online), 18(14), 105.
50. Richards, Jordan E. (2023). Discovering the Pedagogy and Secrets of Gamification and Game-Based Learning Applied to the Music Theory Classroom.
51. Roshin, Ibtisam, Shafi, Shahzeb, & Masood, Muhammad Hamzah. (2023). Enhancing ESL Classroom Management and Language Proficiency: A Gamification Approach in Pakistani Universities. GUMAN, 6(4), 221-234.
52. Ruble, Melissa J, Cole, Jaclyn D, & Jordan, Beth E. (2021). Chefs in training! Engaging pharmacy students through course gamification. J Appl Instr Des, 10.
53. Sa’Aleek, Rami Ali Abu, & Rahman, Abdallah Ahmad Bani Abdel. (2022). Jordanian EFL sixth-grade students’ attitudes towards using gamification in reading comprehension. Jordanian Educational Journal, 7(4), 1-17.
54. Saleem, Awaz Naaman, Noori, Narmin Mohammed, & Ozdamli, Fezile. (2022). Gamification applications in E-learning: A literature review. Technology, Knowledge and Learning, 27(1), 139-159.
55. Stone, Cathy, & Springer, Matthew. (2019). Interactivity, connectedness and'teacher-presence': Engaging and retaining students online. Australian Journal of Adult Learning, 59(2), 146-169.
56. Sürücü, Lütfi, & Maslakci, Ahmet. (2020). Validity and reliability in quantitative research. Business & Management Studies: An International Journal, 8(3), 2694-2726.
57. Suthers, Daniel D. (2012). Games and Learning: Gamification in formal educational settings Philipp Jordan University of Hawaii at Manoa ICS 668 December 10, 2012.
58. Tobon, Sandra, Ruiz-Alba, José L, & García-Madariaga, Jesús. (2020). Gamification and online consumer decisions: Is the game over? Decision Support Systems, 128, 113167.
59. Wang, Alf Inge, & Tahir, Rabail. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818.
60. Whipp, Jennifer. (2021). Using existing educational tools to support and enhance environmental education: utilizing ecoliterary texts, gamifying education, and integrating technology.
61. Windasari, Nila Armelia, & Lin, Fu-ren. (2021). Why do people continue using fitness wearables? The effect of interactivity and gamification. Sage Open, 11(4), 21582440211056606.
62. Yu, Zhonggen, Gao, Mingle, & Wang, Lifei. (2021). The effect of educational games on learning outcomes, student motivation, engagement and satisfaction. Journal of Educational Computing Research, 59(3), 522-546.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Alamri, I. K. A. (2024). Gameful learning investigating the impact of game elements, interactivity, and learning style on student success. Multidisciplinary Science Journal, 7(3), 2025108. https://doi.org/10.31893/multiscience.2025108

[1] Abusa’aleek, Rami Ali, & Baniabdelrahman, Abdallah Ahmad. (2020). The effect of gamification on Jordanian EFL sixth grade students’ reading comprehension. International Journal of Education and Training (InjET), 6(1), 1-11.

[2] Adams, Samantha P, & Du Preez, Ronel. (2022). Supporting student engagement through the gamification of learning activities: A design-based research approach. Technology, Knowledge and Learning, 1-20.

[3] Ahmed, Alim Al Ayub, Sayed, Biju Theruvil, Wekke, Ismail Suardi, Widodo, Mulyanto, Rostikawati, Dian, Ali, Muneam Hussein, . . . Azizian, Mahdieh. (2022). An empirical study on the effects of using Kahoot as a game-based learning tool on EFL learners’ vocabulary recall and retention. Education Research International, 2022.

[4] Ahn, Sun Joo, Johnsen, Kyle, & Ball, Catherine. (2019). Points-based reward systems in gamification impact children’s physical activity strategies and psychological needs. Health Education & Behavior, 46(3), 417-425.

[5] Al-Adwan, Ahmad Samed, Albelbisi, Nour Awni, Hujran, Omar, Al-Rahmi, Waleed Mugahed, & Alkhalifah, Ali. (2021). Developing a holistic success model for sustainable e-learning: A structural equation modeling approach. Sustainability, 13(16), 9453.

[6] Al-Khamaiseh, Hadeel Saleh, & Al-Jamal, Dina Abdulhameed. (2022). The Effect Of Using Kahoot On Jordanian EFL Ninth-Grade Students’ Reading Comprehension. Journal of Positive School Psychology, 757-770.

[7] Al-Mawadieh, Reda SM, Aldarabah, Intisar Turki, Alj-aafreh, Abdulsalam, Alawamreh, Ali Ratib, & Angawi, Mohammed. (2024). The Extent of Fulfilling the Requirements of Inclusion of Special Needs Children in Jordanian Kindergartens Artificial Intelligence and Economic Sustainability in the Era of Industrial Revolution 5.0 (pp. 479-489): Springer.

[8] Alam, Mehnaz, Md Sanaul, Haque, Tripathi, Ashok, & Vainionpää, Fanny. (2022). Prototyping a gamified system to persuade school-age children in developing countries: using Kahoot in online environments. Paper presented at the Adjunct Proceedings of the 17th International Conference on Persuasive Technology 2022: The 1st International Workshop on Digital Nudging and Digital Persuasion (DNDP 2022).

[9] Alawadhi, Azza, & Abu-Ayyash, Emad AS. (2021). Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Education and Information Technologies, 1-30.

[10] Alawamreh, Ali Ratib, & Elias, Nur Fazidah. (2015). EXAMINING THE EFFECTIVENESS OF USING WEB-BASED LEARNING FOR GIFTED STUDENTS: JORDAN AS CASE STUDY. Journal of Theoretical & Applied Information Technology, 76(2).

[11] Alawamreh, Ali Ratib, & Elias, Nur Fazidah. (2016). The Acceptance of e-Learning System for Gifted Students in Developing Country (Jordan Case Study).

[12] Alharbi, Eslam, & Rahman, Mohd Nordin Abdul. (2023). A new gamification model for e-learning in Jordan higher education. Paper presented at the AIP Conference Proceedings.

[13] ALHATMI, BADAR, EISHEH, ABO, & ALRHABA, ZAEDH HASSAN FAHAD. (2024). UNRAVELING THE INFLUENCE OF ARTIFICIAL INTELLIGENCE, ORGANIZATIONAL, AND ENVIRONMENTAL FACTORS IN STRATEGIC PLANNING: IMPLICATIONS AND PRACTICAL INSIGHTS. Journal of Theoretical and Applied Information Technology, 102(4).

[14] Alsawaier, Raed S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56-79.

[15] Altawalbeh, Khitam, & Irwanto, Irwanto. (2023). Game-Based Learning: The Impact of Kahoot on a Higher Education Online Classroom. Journal of Educational Technology and Instruction, 2(1), 30-49.

[16] Chapman, Jared, & Rich, Peter. (2017). Identifying motivational styles in educational gamification.

[17] Cho, Inje, Kaplanidou, Kyriaki, & Sato, Shintaro. (2021). Gamified wearable fitness tracker for physical activity: a comprehensive literature review. Sustainability, 13(13), 7017.

[18] Creswell, John W. (1999). Mixed-method research: Introduction and application Handbook of educational policy (pp. 455-472): Elsevier.

[19] Deng, Ruiqi, Benckendorff, Pierre, & Gao, Yifan. (2022). Limited usefulness of learning style instruments in advancing teaching and learning. The International Journal of Management Education, 20(3), 100686.

[20] Dichev, Christo, Dicheva, Darina, Angelova, Galia, & Agre, Gennady. (2014). From gamification to gameful design and gameful experience in learning. Cybernetics and information technologies, 14(4), 80-100.

[21] Dichev, Christo, Dicheva, Darina, & Irwin, Keith. (2020). Gamifying learning for learners. International Journal of Educational Technology in Higher Education, 17, 1-14.

[22] Fornell, Claes, & Larcker, David F. (1981a). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50.

[23] Fornell, Claes, & Larcker, David F. (1981b). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of marketing research, 382-388.

[24] Göksün, Derya Orhan, & Gürsoy, Gülden. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15-29.

[25] González-Fernández, Alberto, Revuelta-Domínguez, Francisco-Ignacio, & Fernández-Sánchez, María Rosa. (2022). Models of Instructional Design in Gamification: A Systematic Review of the Literature. Education Sciences, 12(1), 44.

[26] Hashim, Harwati, Rafiq, Rafiqah M, & Md Yunus, Melor. (2019). Improving ESL learners’ grammar with gamified-learning. Arab World English Journal (AWEJ) Special Issue on CALL(5).

[27] Heilporn, Géraldine, Lakhal, Sawsen, & Bélisle, Marilou. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18, 1-25.

[28] Jogulu, Uma D, & Pansiri, Jaloni. (2011). Mixed methods: A research design for management doctoral dissertations. Management research review, 34(6), 687-701.

[29] Johns, Kyoko. (2015). Engaging and assessing students with technology: a review of Kahoot! Delta Kappa Gamma Bulletin, 81(4), 89.

[30] Kauppinen, Antti, & Choudhary, Ali Iftikhar. (2021). Gamification in entrepreneurship education: A concrete application of Kahoot! The International Journal of Management Education, 19(3), 100563.

[31] Kingsley, Tara L, & Grabner‐Hagen, Melissa M. (2015). Gamification: Questing to integrate content knowledge, literacy, and 21st‐century learning. Journal of adolescent & adult literacy, 59(1), 51-61.

[32] Leitão, Rui, Maguire, Martin, Turner, Sarah, & Guimarães, Laura. (2022). A systematic evaluation of game elements effects on students’ motivation. Education and Information Technologies, 1-23.

[33] Licorish, Sherlock A, Owen, Helen E, Daniel, Ben, & George, Jade Li. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1-23.

[34] Llorente Cejudo, Maria del Carmen, Palacios Rodríguez, Antonio de Padua, & Fernández Scagliusi, Victoria. (2022). Learning landscapes and educational Breakout for the development of digital skills of teachers in training. Interaction Design and Architecture (s) Journal, 53, 176-190.

[35] Mada, Ratu Dea, & Anharudin, Anharudin. (2019). How online learning evaluation (kahoot) affecting students’ achievement and motivation (case study on it students). International Journal for Educational and Vocational Studies, 1(5), 422-427.

[36] Mahasneh, Deema, Shoqirat, Noordeen, Singh, Charleen, & Hawks, Miranda. (2021). “From the classroom to Dr. YouTube”: nursing students' experiences of learning and teaching styles in Jordan. Teaching and Learning in Nursing, 16(1), 5-9.

[37] Malone, Mac, Wang, Yicheng, James, Kedrian, Anderegg, Murray, Werner, Jan, & Monrose, Fabian. (2021). To gamify or not? on leaderboard effects, student engagement and learning outcomes in a cybersecurity intervention. Paper presented at the Proceedings of the 52nd ACM Technical Symposium on Computer Science Education.

[38] McCann, Brian M. (2006). The relationship between learning styles, learning environments, and student success. Journal of agricultural education, 47(3), 14-23.

[39] Morris, Bradley J, Croker, Steve, Zimmerman, Corinne, Gill, Devin, & Romig, Connie. (2013). Gaming science: the “Gamification” of scientific thinking. Frontiers in psychology, 4, 607.

[40] Mystakidis, Stylianos. (2019). Motivation enhanced deep and meaningful learning with social virtual reality. JYU dissertations.

[41] Namoun, Abdallah, & Alshanqiti, Abdullah. (2020). Predicting student performance using data mining and learning analytics techniques: A systematic literature review. Applied Sciences, 11(1), 237.

[42] Obeidat, Abdallah Mishael. (2022). The impact of business intelligence in crisis management: the strategic vigilance as an intermediary variable in Jordanian insurance companies. International Journal of Business Information Systems, 41(3), 342-359.

[43] Obeidat, Abdallah Misheal, Al-Omari, Khaled AQ, Aljawarneh, Nader Mohammad, & Alkhlouf, Ibrahim Ismail. (2022). The effect of career path planning on organisational performance. International Journal of Business Innovation and Research, 27(4), 508-525.

[44] Otair, Mohammed, Abualoush, Shadi, Obeidat, Abdallah, & Bataineh, Khaled. (2022). Improving firm’s innovation performance through transformation leadership and knowledge sharing: the moderating role of absorptive capacity. Case Study Jordan, 11, 1693-1709.

[45] Peng, Chunju. (2021). A conceptual review of teacher enthusiasm and students' success and engagement in Chinese EFL classes. Frontiers in Psychology, 12, 742970.

[46] Pitoyo, Muhammad Dafit. (2019). Gamification based assessment: A test anxiety reduction through game elements in Quizizz platform. IJER (Indonesian Journal of Educational Research), 4(1), 22-32.

[47] Plasman, Jay, Gottfried, Michael, Williams, Darryl, Ippolito, Mary, & Owens, Ann. (2021). Parents’ occupations and students’ success in stem fields: A systematic review and narrative synthesis. Adolescent Research Review, 6, 33-44.

[48] Purba, Leony Sanga Lamsari, Sormin, Elferida, Harefa, Nelius, & Sumiyati, Sumiyati. (2019). Effectiveness of use of online games kahoot! chemical to improve student learning motivation. Jurnal Pendidikan Kimia, 11(2), 57-66.

[49] Qawaqneh, Haitham, Ahmad, Fadi Bani, & Alawamreh, Ali Ratib. (2023). The Impact of Artificial Intelligence-Based Virtual Laboratories on Developing Students’ Motivation Towards Learning Mathematics. International Journal of Emerging Technologies in Learning (Online), 18(14), 105.

[50] Richards, Jordan E. (2023). Discovering the Pedagogy and Secrets of Gamification and Game-Based Learning Applied to the Music Theory Classroom.

[51] Roshin, Ibtisam, Shafi, Shahzeb, & Masood, Muhammad Hamzah. (2023). Enhancing ESL Classroom Management and Language Proficiency: A Gamification Approach in Pakistani Universities. GUMAN, 6(4), 221-234.

[52] Ruble, Melissa J, Cole, Jaclyn D, & Jordan, Beth E. (2021). Chefs in training! Engaging pharmacy students through course gamification. J Appl Instr Des, 10.

[53] Sa’Aleek, Rami Ali Abu, & Rahman, Abdallah Ahmad Bani Abdel. (2022). Jordanian EFL sixth-grade students’ attitudes towards using gamification in reading comprehension. Jordanian Educational Journal, 7(4), 1-17.

[54] Saleem, Awaz Naaman, Noori, Narmin Mohammed, & Ozdamli, Fezile. (2022). Gamification applications in E-learning: A literature review. Technology, Knowledge and Learning, 27(1), 139-159.

[55] Stone, Cathy, & Springer, Matthew. (2019). Interactivity, connectedness and'teacher-presence': Engaging and retaining students online. Australian Journal of Adult Learning, 59(2), 146-169.

[56] Sürücü, Lütfi, & Maslakci, Ahmet. (2020). Validity and reliability in quantitative research. Business & Management Studies: An International Journal, 8(3), 2694-2726.

[57] Suthers, Daniel D. (2012). Games and Learning: Gamification in formal educational settings Philipp Jordan University of Hawaii at Manoa ICS 668 December 10, 2012.

[58] Tobon, Sandra, Ruiz-Alba, José L, & García-Madariaga, Jesús. (2020). Gamification and online consumer decisions: Is the game over? Decision Support Systems, 128, 113167.

[59] Wang, Alf Inge, & Tahir, Rabail. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818.

[60] Whipp, Jennifer. (2021). Using existing educational tools to support and enhance environmental education: utilizing ecoliterary texts, gamifying education, and integrating technology.

[61] Windasari, Nila Armelia, & Lin, Fu-ren. (2021). Why do people continue using fitness wearables? The effect of interactivity and gamification. Sage Open, 11(4), 21582440211056606.

[62] Yu, Zhonggen, Gao, Mingle, & Wang, Lifei. (2021). The effect of educational games on learning outcomes, student motivation, engagement and satisfaction. Journal of Educational Computing Research, 59(3), 522-546.

Abstract

References

How to cite