Effectiveness of E-learning Environments in Developing Skills for Designing E-tivities Based on Gamification for Teachers of Technology in Gaza
Abstract The Corona Global Pandemic created challenges for teachers and students in using E-learning tools in the teaching and learning process. Thus, training teachers to use these tools was extremely crucial. The current study examined the effectiveness of E-learning environments on developing the skills to design E-tivities based on Gamification for Gaza technology teachers. The researchers followed the quasi-experimental approach for two randomly selected experimental groups. The first experimental group was taught via E-learning social environment Edmodo, while the second experimental group was taught via the personal E-learning environment Wordpress. Every group consists of 30 teachers teaching Information Technology for secondary students. The group equivalence was adjusted before the experiment in designing E-tivities skills based on gamification. To collect data, the researchers prepared an observation card of the skills for designing E-tivities based on gamification. The observation card dealt with the design tools and their sub-indicators, and it was applied before and after the intervention phase. The results showed that there were no statistically significant differences at the level (? ? 0.05) between the mean of the teachers’ scores in the experimental social environment group Edmodo, and the experimental personal learning environment group Wordpress in the post-application of the observation card for designing E-tivities skills based on gamification. Additionally, the findings revealed a great effectiveness of E-learning social environment Edmodo and the personal E-learning environment Wordpress on developing skills for designing E-tivities based on gamification. In the light of these results, it is recommended that social and personal E-learning environments should be employed in developing the skills of teachers and improving their experiences. This is helpful in organizing and displaying information in additon to facilitating communication between the components of the educational process and the benefit of using these environments in training teachers under the Global pandemic, Coronavirus, COVID-19.
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Adams, S. (2019). The Role of Gamification in the Facilitation of Student Engagement: An Exploratory Industrial Psychology Application. Stellenbosch University. Retrieved from: http://hdl.handle.net/10019.1/106010
Al-Dosari, F. (2018). The Extent of Employment of Social Studies Teachers for E-activities at the Intermediate and Secondary Levels in the Kingdom of Saudi Arabia and their Satisfaction with Them. The Educational Journal, 53, 290–326.
Al-Dowayan, M., & Mustafa, A. (2019). The Effect of the Difference in the Pattern of Electronic Training (simultaneous - asynchronous) on Developing some Skills in Designing Electronic Tests for Secondary School Teachers. El-Qiraa’ & El-Maerifa Journal, 151–215. Retrieved from: https://search.mandumah.com/Record/952594
Al-kandry, A. (2013). The Effectiveness of E-activities on Achievement and Motivation for Learning among a Sample of Kuwait University students. The Educational Journal, 28(109). Retrieved from: https://search.mandumah.com/Record/495379
Al-muqran, N. (2019). The Effect of E-learning Using the Edmodo Learning Management System on the Achievement of First-year Secondary Students in the Computer and Information Technology (1) Curriculum and Their Attitude Towards Technology. The International Journal of Specialized Education, 8(1), 118–136.
Al-shimmery, T. (2019). The Role of Digital Learning in the Professional Development of Teachers. The Arab Journal for Educational and Psychological Sciences, 7, 25–42.
Altunkaya, H., & Ayranc?, B. (2020). The Use of Edmodo in Academic Writing Education. Journal of Language Aggression and Conflict, 16(1), 89–103. https://doi.org/10.17263/jlls.712659
Baydas, O., & Cicek, M. (2019). The Examination of the Gamification Process in Undergraduate Education: A Scale Development Study. Technology, Pedagogy and Education, 28(3), 269–285. https://doi.org/10.1080/1475939X.2019.1580609
Benhadj, Y., El Messaoudi, M., & Nfissi, A. (2019). Artificial Intelligence In Education: Integrating Serious Gaming into the Language Class Classdojo Technology for Classroom Behavioral Management. IAES International Journal of Artificial Intelligence (IJ-AI), 8(4), 382–390. https://doi.org/10.11591/ijai.v8.i4.pp382-390
Cordero-Brito, S., & Mena, J. J. (2020). Gamification and Its Application in the Social Environment: A Tool for Shaping Behaviour. Journal of Information Technology Research, 13(3), 58–79. https://doi.org/10.4018/JITR.2020070104
Daniel, S. J. (2020). Education and the COVID-19 pandemic. PROSPECTS, 49, 91–96. https://doi.org/10.1007/s11125-020-09464-3
Dempsey, M., Brennan, A., & O’Dea, M. (2018). Re-Boot Learning Providing An Eactivity Scaffold for Engagement for Early Research Activity Through Blog Technology Embedded Within Teaching and Learning. The 12th Annual Technology, Education and Development Conference. Valencia, Spain. https://doi.org/10.21125/inted.2018.1648
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamification. In Proceedings of the 15th International Academic MindTrek Conference on Envisioning Future Media Environments (pp. 9–11). MindTrek ’11. https://doi.org/10.1145/2181037.2181040
El-feky, M. (2019). The Effect of Personal Learning Environments on Participants’ Higher-order Thinking Skills and Satisfaction. Innovations in Education and Teaching International, 56(4). https://doi.org/10.1080/14703297.2018.1534601
El-Tabakh, H., & Ismail, A. (2019). The Interaction between the Adaptive and Participatory Digital Game Stimuli Pattern and the Type of Immediate and Postponed Feedback and its Effect on Developing Programming and Engaging Skills for Educational Technology Students. Arab Studies in Education and Psychology. Association of Arab Educators, 108, 60–132. https://doi.org/10.21608/saep.2019.49424
Fardoun, H., González-González, C. S., Collazos, C. A., & Yousef, M. (2020). Exploratory Study in Iberoamerica on the Teaching-Learning Process and Assessment Proposal in the Pandemic Times. Education in the Knowledge Society, 21, 17. https://doi.org/10.14201/eks.23537
García-Peñalvo, F. J., & Corell, A. (2020). The CoVId-19: The Enzyme of the Digital Transformation of Teaching or the Reflection of a Methodological and Competence Crisis in Higher Education? Campus Virtuales, 9(2), 83–98.
Gros, B., & García-Peñalvo, F. J. (2016). Future Trends in the Design Strategies and Technological Affordances of e-learning. In M. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy (pp. 1–23). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-17727-4_67-1
Hernández-Ramos, J. P., & Belmonte, M. L. (2020). Assessment of the Use of Kahoot! in Face-to-Face and Virtual Higher Education. Education in the Knowledge Society, 21, 23. https://doi.org/10.14201/eks.22910
Ibn Al-Hadlaq, A. (2019). Entertainment Education a Suggested Scenario for the Use of Education in Gamification. El-Qiraa’& El-Maerifa Journal, 209, 314–340.
Ibrahim, W., Madi, A., Al Arabi, Z., & Kamal, M. (2015). Building an Educational Environment Based on Social Webs and their Impact to Impove E-learning Development Skills. Second Conference: Qualitative Studies, Society Requirements and the Labor Market (pp. 101–156). Cairo: Faculty of Specific Education - Ain Shams University. Retrieved from: https://search.mandumah.com/Record/703315
Juhani, Z. (2018). The Impact of Gamification Learning Through Blackboard to Develop Problem-solving Skills in Mathematics for Gifted Female Students in the First Grade of Secondary School. Educational Scientific Research Journal, 19(11), 643–666.
Kapp, M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Wiley.
Kaur, P., & Naderajan, R. (2019, December). Kahoot! In the English language classroom. South East Asia Journal of Contemporary Business. Economics and Law, 20(6).
Ministry of Education & Higher Education. (2017). Education Department Strategic Plan 2017-2022 The Developed Version of the Third Strategy for Education. Ramallah: Ministry of Education & Higher Education. Retrieved from: https://bit.ly/3vwv50T
Palma, J., & Piteira, M. (2008). The Activities Value in e-learning. EUNIS 2008 VISION IT - Vision for IT in higher education. Aarhus: EUNIS. Retrieved from: https://www.eunis.org/eunis2008/papers/
Pettenati, M., & Cigognini, M. (2009). Designing e-tivities to Increase Learning-to-Learn Abilities. eLearning Papers. Retrieved from www.elearningpapers.eu
Pila?, L., Stanislavská, L., & Kuralová, K. (2020). Use of Gamification in Lectures Using the Kahoot! Tool. 17th International Conference Efficiency and Responsibility in Education. Prague. Retrieved from: https://erie.v2.czu.cz/en/r-16000-erie2020-e-posters
Pineda Hoyos, J. E., & Tamayo Cano, L. H. (2016). E-moderating and e-tivities: The Implementation of a Workshop to Develop Online Teaching Skills in In-Service Teachers. Profile Issues in Teachers’ Professional Development, 18(1), 97–114. https://doi.org/10.15446/profile.v18n1.44269
Prendes, P., Castañeda, L., Gutiérrez, I., & Sánchez, M. (2017). Personal Learning Environments in Future Professionals: Nor Natives or Residents, Just Survivors. International Journal of Information and Education Technology, 7(3). https://doi.org/10.18178/ijiet.2017.7.3.861
Remod, R. (2017). The Interaction between the Pattern of the E-learning Environment, the Individual Participatory Personality and the Independent, Accredited and Cognitive Style, and its Effect on the Development of Cognitive Achievement. Education Journal, 174(1), 12–100.
Robson, K., Plangger, K., Kietzmann, J., McCarthy, I., & Pitt, L. (2015). Is It All a Game? Understanding the Principles of Gamification. Business Horizons, 58(4), 411–420. https://doi.org/10.1016/j.bushor.2015.03.006
Rojas-López, A., Rincón-Flores, E. G., Mena, J. J., García-Peñalvo, F. J., & Ramírez-Montoya, M. S. (2019). Engagement in the Course of Programming in Higher Education Through the Use of Gamification. Universal Access in the Information Society, 18(3), 583–597. https://doi.org/10.1007/s10209-019-00680-z
Ruzmetova, M. (2018). Applying Gilly Salmon’s Five Stage Model for Designing Blended Courses. Dil ve Edebiyat Ara?t?rmalar?, 17, 271–290. https://doi.org/10.30767/diledeara.418085
Salmon, G. (2002). E-tivities: the Key to Active Only Learning. Turkish Online Journal of Distance Education-TOJDE, 4(1), 1–4. https://doi.org/10.1108/et.2003.00445fad.002
Salmon, G. (2013). E-tivities: The Key to Active Online Learning (2nd ed.). Routledge. https://doi.org/10.1108/et.2003.00445fad.002
Salmon, G. (2020). Five Stage Model. Retrieved from: https://bit.ly/3pZXMCs
Shane, M., Wisnudrajat, L., Wang, G., & Kaburuan, E. (2020). Implementing Gamification on a Web-Based Recruitment System Using Marczewski’s Gamification Framework: An Overview. International Journal of Advanced Trends in Computer Science and Engineering, 9(3), 2667–2672. https://doi.org/10.30534/ijatcse/2020/27932020
Slèvin, J. (2006). E-tivities and the Connecting of e-learning Experiences Through Deliberative Feedback. Tidsskrift for Universiteternes Efter- Og Videreuddannelse (UNEV), 4(9). https://doi.org/10.7146/unev.v4i9.4914
Sugito, T., Susilowati, S., Hartono, H., & Supartono, T. (2019). Integrating Edmodo Application in Science Teaching and Learning. Journal of Physics. Conference Series volume 1170 on page 012047. https://doi.org/10.1088/1742-6596/1170/1/012047
Tamrin, A., & Basri, B. (2020). Edmodo-Based Learning and the Students’ Perception. Eralingua. Journal Pendidikan Bahasa Asing dan Sastra, 4(1). https://doi.org/10.26858/eralingua.v4i1.11001
Tican, C., & Deniz, S. (2019). Pre-service Teachers’ Opinions about the Use of 21stCentury Learner and 21st Century Teacher Skills. European Journal of Educational Research, 8(1), 181–197. https://doi.org/10.12973/eu-jer.8.1.181
UNICEF. (2020). Framework For Reopening Schools. Retrieved from UNICEF: https://uni.cf/35uDVBT
Wright, P. (2014). “E-tivities from the Front Line”: A Community of Inquiry Case Study Analysis of Educators’ Blog Posts on the Topic of Designing and Delivering Online Learning. Education Sciences, 4(2), 172–192. https://doi.org/10.3390/educsci4020172
Žubrini?, K., & Kalpi?, D. (2008). The Web as Personal Learning Environment. International Journal of Emerging Technologies in Learning (iJET), 3, 45–58.
Al-Dosari, F. (2018). The Extent of Employment of Social Studies Teachers for E-activities at the Intermediate and Secondary Levels in the Kingdom of Saudi Arabia and their Satisfaction with Them. The Educational Journal, 53, 290–326.
Al-Dowayan, M., & Mustafa, A. (2019). The Effect of the Difference in the Pattern of Electronic Training (simultaneous - asynchronous) on Developing some Skills in Designing Electronic Tests for Secondary School Teachers. El-Qiraa’ & El-Maerifa Journal, 151–215. Retrieved from: https://search.mandumah.com/Record/952594
Al-kandry, A. (2013). The Effectiveness of E-activities on Achievement and Motivation for Learning among a Sample of Kuwait University students. The Educational Journal, 28(109). Retrieved from: https://search.mandumah.com/Record/495379
Al-muqran, N. (2019). The Effect of E-learning Using the Edmodo Learning Management System on the Achievement of First-year Secondary Students in the Computer and Information Technology (1) Curriculum and Their Attitude Towards Technology. The International Journal of Specialized Education, 8(1), 118–136.
Al-shimmery, T. (2019). The Role of Digital Learning in the Professional Development of Teachers. The Arab Journal for Educational and Psychological Sciences, 7, 25–42.
Altunkaya, H., & Ayranc?, B. (2020). The Use of Edmodo in Academic Writing Education. Journal of Language Aggression and Conflict, 16(1), 89–103. https://doi.org/10.17263/jlls.712659
Baydas, O., & Cicek, M. (2019). The Examination of the Gamification Process in Undergraduate Education: A Scale Development Study. Technology, Pedagogy and Education, 28(3), 269–285. https://doi.org/10.1080/1475939X.2019.1580609
Benhadj, Y., El Messaoudi, M., & Nfissi, A. (2019). Artificial Intelligence In Education: Integrating Serious Gaming into the Language Class Classdojo Technology for Classroom Behavioral Management. IAES International Journal of Artificial Intelligence (IJ-AI), 8(4), 382–390. https://doi.org/10.11591/ijai.v8.i4.pp382-390
Cordero-Brito, S., & Mena, J. J. (2020). Gamification and Its Application in the Social Environment: A Tool for Shaping Behaviour. Journal of Information Technology Research, 13(3), 58–79. https://doi.org/10.4018/JITR.2020070104
Daniel, S. J. (2020). Education and the COVID-19 pandemic. PROSPECTS, 49, 91–96. https://doi.org/10.1007/s11125-020-09464-3
Dempsey, M., Brennan, A., & O’Dea, M. (2018). Re-Boot Learning Providing An Eactivity Scaffold for Engagement for Early Research Activity Through Blog Technology Embedded Within Teaching and Learning. The 12th Annual Technology, Education and Development Conference. Valencia, Spain. https://doi.org/10.21125/inted.2018.1648
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamification. In Proceedings of the 15th International Academic MindTrek Conference on Envisioning Future Media Environments (pp. 9–11). MindTrek ’11. https://doi.org/10.1145/2181037.2181040
El-feky, M. (2019). The Effect of Personal Learning Environments on Participants’ Higher-order Thinking Skills and Satisfaction. Innovations in Education and Teaching International, 56(4). https://doi.org/10.1080/14703297.2018.1534601
El-Tabakh, H., & Ismail, A. (2019). The Interaction between the Adaptive and Participatory Digital Game Stimuli Pattern and the Type of Immediate and Postponed Feedback and its Effect on Developing Programming and Engaging Skills for Educational Technology Students. Arab Studies in Education and Psychology. Association of Arab Educators, 108, 60–132. https://doi.org/10.21608/saep.2019.49424
Fardoun, H., González-González, C. S., Collazos, C. A., & Yousef, M. (2020). Exploratory Study in Iberoamerica on the Teaching-Learning Process and Assessment Proposal in the Pandemic Times. Education in the Knowledge Society, 21, 17. https://doi.org/10.14201/eks.23537
García-Peñalvo, F. J., & Corell, A. (2020). The CoVId-19: The Enzyme of the Digital Transformation of Teaching or the Reflection of a Methodological and Competence Crisis in Higher Education? Campus Virtuales, 9(2), 83–98.
Gros, B., & García-Peñalvo, F. J. (2016). Future Trends in the Design Strategies and Technological Affordances of e-learning. In M. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy (pp. 1–23). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-17727-4_67-1
Hernández-Ramos, J. P., & Belmonte, M. L. (2020). Assessment of the Use of Kahoot! in Face-to-Face and Virtual Higher Education. Education in the Knowledge Society, 21, 23. https://doi.org/10.14201/eks.22910
Ibn Al-Hadlaq, A. (2019). Entertainment Education a Suggested Scenario for the Use of Education in Gamification. El-Qiraa’& El-Maerifa Journal, 209, 314–340.
Ibrahim, W., Madi, A., Al Arabi, Z., & Kamal, M. (2015). Building an Educational Environment Based on Social Webs and their Impact to Impove E-learning Development Skills. Second Conference: Qualitative Studies, Society Requirements and the Labor Market (pp. 101–156). Cairo: Faculty of Specific Education - Ain Shams University. Retrieved from: https://search.mandumah.com/Record/703315
Juhani, Z. (2018). The Impact of Gamification Learning Through Blackboard to Develop Problem-solving Skills in Mathematics for Gifted Female Students in the First Grade of Secondary School. Educational Scientific Research Journal, 19(11), 643–666.
Kapp, M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Wiley.
Kaur, P., & Naderajan, R. (2019, December). Kahoot! In the English language classroom. South East Asia Journal of Contemporary Business. Economics and Law, 20(6).
Ministry of Education & Higher Education. (2017). Education Department Strategic Plan 2017-2022 The Developed Version of the Third Strategy for Education. Ramallah: Ministry of Education & Higher Education. Retrieved from: https://bit.ly/3vwv50T
Palma, J., & Piteira, M. (2008). The Activities Value in e-learning. EUNIS 2008 VISION IT - Vision for IT in higher education. Aarhus: EUNIS. Retrieved from: https://www.eunis.org/eunis2008/papers/
Pettenati, M., & Cigognini, M. (2009). Designing e-tivities to Increase Learning-to-Learn Abilities. eLearning Papers. Retrieved from www.elearningpapers.eu
Pila?, L., Stanislavská, L., & Kuralová, K. (2020). Use of Gamification in Lectures Using the Kahoot! Tool. 17th International Conference Efficiency and Responsibility in Education. Prague. Retrieved from: https://erie.v2.czu.cz/en/r-16000-erie2020-e-posters
Pineda Hoyos, J. E., & Tamayo Cano, L. H. (2016). E-moderating and e-tivities: The Implementation of a Workshop to Develop Online Teaching Skills in In-Service Teachers. Profile Issues in Teachers’ Professional Development, 18(1), 97–114. https://doi.org/10.15446/profile.v18n1.44269
Prendes, P., Castañeda, L., Gutiérrez, I., & Sánchez, M. (2017). Personal Learning Environments in Future Professionals: Nor Natives or Residents, Just Survivors. International Journal of Information and Education Technology, 7(3). https://doi.org/10.18178/ijiet.2017.7.3.861
Remod, R. (2017). The Interaction between the Pattern of the E-learning Environment, the Individual Participatory Personality and the Independent, Accredited and Cognitive Style, and its Effect on the Development of Cognitive Achievement. Education Journal, 174(1), 12–100.
Robson, K., Plangger, K., Kietzmann, J., McCarthy, I., & Pitt, L. (2015). Is It All a Game? Understanding the Principles of Gamification. Business Horizons, 58(4), 411–420. https://doi.org/10.1016/j.bushor.2015.03.006
Rojas-López, A., Rincón-Flores, E. G., Mena, J. J., García-Peñalvo, F. J., & Ramírez-Montoya, M. S. (2019). Engagement in the Course of Programming in Higher Education Through the Use of Gamification. Universal Access in the Information Society, 18(3), 583–597. https://doi.org/10.1007/s10209-019-00680-z
Ruzmetova, M. (2018). Applying Gilly Salmon’s Five Stage Model for Designing Blended Courses. Dil ve Edebiyat Ara?t?rmalar?, 17, 271–290. https://doi.org/10.30767/diledeara.418085
Salmon, G. (2002). E-tivities: the Key to Active Only Learning. Turkish Online Journal of Distance Education-TOJDE, 4(1), 1–4. https://doi.org/10.1108/et.2003.00445fad.002
Salmon, G. (2013). E-tivities: The Key to Active Online Learning (2nd ed.). Routledge. https://doi.org/10.1108/et.2003.00445fad.002
Salmon, G. (2020). Five Stage Model. Retrieved from: https://bit.ly/3pZXMCs
Shane, M., Wisnudrajat, L., Wang, G., & Kaburuan, E. (2020). Implementing Gamification on a Web-Based Recruitment System Using Marczewski’s Gamification Framework: An Overview. International Journal of Advanced Trends in Computer Science and Engineering, 9(3), 2667–2672. https://doi.org/10.30534/ijatcse/2020/27932020
Slèvin, J. (2006). E-tivities and the Connecting of e-learning Experiences Through Deliberative Feedback. Tidsskrift for Universiteternes Efter- Og Videreuddannelse (UNEV), 4(9). https://doi.org/10.7146/unev.v4i9.4914
Sugito, T., Susilowati, S., Hartono, H., & Supartono, T. (2019). Integrating Edmodo Application in Science Teaching and Learning. Journal of Physics. Conference Series volume 1170 on page 012047. https://doi.org/10.1088/1742-6596/1170/1/012047
Tamrin, A., & Basri, B. (2020). Edmodo-Based Learning and the Students’ Perception. Eralingua. Journal Pendidikan Bahasa Asing dan Sastra, 4(1). https://doi.org/10.26858/eralingua.v4i1.11001
Tican, C., & Deniz, S. (2019). Pre-service Teachers’ Opinions about the Use of 21stCentury Learner and 21st Century Teacher Skills. European Journal of Educational Research, 8(1), 181–197. https://doi.org/10.12973/eu-jer.8.1.181
UNICEF. (2020). Framework For Reopening Schools. Retrieved from UNICEF: https://uni.cf/35uDVBT
Wright, P. (2014). “E-tivities from the Front Line”: A Community of Inquiry Case Study Analysis of Educators’ Blog Posts on the Topic of Designing and Delivering Online Learning. Education Sciences, 4(2), 172–192. https://doi.org/10.3390/educsci4020172
Žubrini?, K., & Kalpi?, D. (2008). The Web as Personal Learning Environment. International Journal of Emerging Technologies in Learning (iJET), 3, 45–58.
Firwana, A., Abu Shouqer, M., & Aqel, M. (2021). Effectiveness of E-learning Environments in Developing Skills for Designing E-tivities Based on Gamification for Teachers of Technology in Gaza. Education in The Knowledge Society, 22, e23907. https://doi.org/10.14201/eks.23907
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