شبكة المعلومات العربية التربوية

The study aims to reveal the effectiveness of a gamification approach based mobile application (Dr. Science), in developing the achievement motivation, attitude toward self-learning, and the acquisition of scientific concepts in science among fourth grade students. The study sample consisted of 108 students. The study used a mixed methodology design that combined different quantitative and qualitative data collection methods. In this regard, a pre-test/post-test control group quasi-experimental design was used with one experimental group and one control group, in addition to focused interview data (Focus Groups) to obtain more accurate data on the elements and mechanisms of the most effective and influential gamification approach on achievement motivation, attitude toward self-learning, and the acquisition of scientific consepts. The students of the experimental group (n = 55) studied the prevailing method in parallel with the use of the mobile phone application (Dr. Science), while the students in the control group (n = 53) studied using the prevailing method only. To achieve the objectives of the study, a set of research instruments were used to collect the data; first: an achievement motivation prepared by Mukhaimar and Al-Absi (2014), which consisted in its final form of 23 phrases, and its psychometric properties were verified through content validity, item analysis, and internal consistency, and its reliability was measured using Cronbach - Alpha coefficient 0.90. Second, the Self-Directed Learning Readiness Scale (SDLRS) prepared by Guglielmino (1978), which was translated into Arabic by Salah and Muhammad (1982), which consisted in its final form of 22 phrases. The psychometric characteristics were checked through the validity of the content and the validity of the structure. The stability was calculated using the Crumbach-Alpha coefficient, showing a value of 0.90. Third, the scientific concepts acquisition test, prepared by the researcher, finally composed of 28 phrases, the psychometric properties of which were checked by calculating the validity of the content, the validity of the structure, and the coefficients of difficulty and distinction. The stability was calculated using the Crumbach-Alpha coefficient, showing a value of 0.88. Fourth; a focus groups Interviews which consisted in its final form of 7 main questions were asked to the students, including a number of sub-questions, reliability and dependability procedures were verified for the interview. The multivariate analysis of covariance (MANCOVA) and the Two-Way ANCOVA was used to analyze quantitative data. The results of the study showed that there were statistically significant differences in the post application in achievement motivation scale between the control and experimental groups due to the teaching method in favor of the experimental group. However, there were no statistically significant differences due to the gender variability. The study also found that there was no statistically significant effect of the interaction between the teaching method and the gender variable in the post application of the achievement motivation scale. The results of the study also showed that there were statistically significant differences, post application in an attitude toward self-learning scale between the control and experimental groups due to the teaching method in favor of the experimental group in the post application of the measure of attitude towards self-learning, and there were no statistically significant differences due to the gender variable. A statistically significant effect of the interaction between the teaching method and the gender variable. As for the scientific concepts acquisition test, the results of the study showed that there were statistically significant differences in the post application in an acquisition of scientific concepts test between the control and experimental groups due to the teaching method. While there were no statistically significant differences due to the gender variability. Besides, the study also found that there was no statistically significant effect of the interaction between the teaching method and the gender variability in the post application of the scientific concepts acquisition test. The study concluded with a set of recommendations, the most important of which is the need to direct those entrusted with teaching science to the importance of designing the existing applications based on the gamification approach principles in order to develop the drive for achievement as well as the tendency towards self-learning and in acquiring scientific concepts among students, especially in the light of emerging crises such as the covid-19 pandemic. The study also suggested conducting studies on the use of the gamification approach as an alternative to traditional assessment tools and traditional homework, to break out of the circle of traditional assessment tools. This in addition to conducting studies on the effectiveness of the gamification approach in developing the drive for achievement and the trend towards self-learning and acquiring scientific concepts for different stages of study and different categories of students, such as the gifted, the talented, the latecomers, and students with learning difficulties. (Author’s abstract)