فاعلية تطبيق هاتفي قائم على منحى التلعيب "dr. science" في تنمية الدافعية للإنجاز والاتجاه نحو التعلم الذاتي واكتساب المفاهيم العلمية لدى طلبة الصف الرابع الأساسي بسلطنة عمان
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 concepts. 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). Second, the Self-Directed Learning Readiness Scale (SDLRS) prepared by Guglielmino (1978), which was translated into Arabic by Salah and Muhammad (1982Third, the scientific concepts acquisition test, prepared by the researcher. Fourth; a focus groups Interviews The multivariate analysis of covariance (MANCOVA) and the Two-Way ANCOVA was used to analyze the quantitative data). 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 with amendment)