تصورات المعلمات حول استخدام التلعيب في تدريس الحاسب الآلي بالمرحلة المتوسطة بمدينة الطائف
This study aimed to identify female teachers’ perceptions of the use of gamification in teaching computers in the city of Taif, and to examine the impact of academic qualifications and years of experience on female teachers’ perceptions of the use of gamification in teaching computers in the city of Taif. To achieve the objectives of the research, the researcher employed the descriptive survey method. A questionnaire was developed consisting of (16) items. After verifying the validity and reliability of the tool, it was distributed to the study population (n=217) during the second semester of the year 1445 AH. The study sample comprised 212 computer female teachers. A set of statistical methods, namely: arithmetic means, standard deviations, Pearson correlation coefficient, Cronbach's alpha coefficient, Kruskal-Wallis nonparametric analysis of variance test, and the nonparametric MannWhitney test were used. The study findings revealed that female teachers’ perceptions of the use of gamification in teaching computers in the city of Taif were very high (M=4.41). The findings also showed no statistically significant differences at (α≤0.05) between the female teachers’ perceptions about the use of gamification in teaching computers due to the number of years of experience, while there were statistically significant differences at (α≤0.05) between the female teachers’ perceptions about the use of gamification in teaching computers due to the academic qualification in favor of postgraduate qualifications. The study recommended adopting mechanisms to increase awareness among computer female teachers regarding the use of gamification in teaching computers through holding training courses especially for those holding bachelor’s degrees, to provide them with the necessary skills to use gamification technology in designing learning environments for teaching computer subjects. Teaching work burden and accompaniment duties should be reduced to enhance the ability to apply and invest time in applying gamification to develop female students' skills. Finally, attention should be paid to designing lessons according to gamification technology which contributes to achieving better results in the areas of investing class time, achieving independence among students, and developing decision-making skills. (Published abstract)