واقع استخدام التطبيقات القائمة على التلعيب في تنمية التحصيل والدافعية لدى طالبات المرحلة المتوسطة من وجهة نظر معلمات مقرر المهارات الرقمية بالمدينة المنورة
This study aimed to explore the reality of using gamified applications to enhance aca-demic achievement and motivation among intermediate school female students from the per-spective of digital skills teachers in Al-Madinah Al-Munawwarah. It also sought to determine whether there are statistically significant differences in teachers’ views regarding the use of gamified applications based on academic qualification, type of gamified application, level of proficiency, and training pattern. The researcher employed the descriptive survey method. The study sample consisted of a purposive sample of 35 female digital skills teachers who taught intermediate grades during the third semester of the academic year 1446 AH/ 2025 AD and who used gamified applications in their teaching. A questionnaire was developed consisting of two main domains: the academic achievement domain (17 items) and the motivation domain (20 items). After conducting the statistical analyses, the results revealed that the perceived level of using gamified applications to enhance academic achievement and motivation was very high. The findings also showed statistically significant differences in the perceived impact of gamified applications on students’ academic achievement and extrinsic motivation based on the academic qualification of the teachers, favoring those with postgraduate degrees (Master’s- Ph.D.). However, no statistically significant differences were found based on training level, proficiency level, or the interactions between these variables. Based on these results, the researcher recommended several actions, most notably that the Ministry of Education should adopt gamified applications within digital curricula due to their strong impact on improving student achievement. (Published abstract)