Saudi Cultural Missions Theses & Dissertations
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Item Restricted Flipping Virtual Classroom through Gamification: Its Effect on Students’ Autonomous Motivation, Learning Achievements, and Completion Rate of Pre-session Activities in Saudi Higher Education(Newcastle University, 2024) Albshry, Mohammad Atyah H; Gleaves, Caroline WalkerThe growing use of online learning and learner-centred models in the last few years has been triggered by several factors, including an increasing emphasis on learner autonomy within educational sectors, rapid advancement of learning technology, and developments due to the Covid-19 pandemic. One key adaptation of educational technology that has attracted much attention from instructors and educational institutions alike has been the adoption of flipped learning strategies in fully online learning modes. However, their implementation, particularly in computer science (CS) higher education, has not been without challenges, and the literature reveals a lack of consensus as to the exact format of flipped classes linked to effective learning. For example, many studies have revealed students’ lack of motivation for completing pre-class activities, yet do not suggest ways in which such behaviour may be mitigated. Since the success of the flipped learning pedagogical approach relies on students’ pre-session preparation, research that critically examines student motivation within pre-class tasks is much needed. The purpose of the current study, therefore, is mainly to investigate the issue of student motivation during preparation for flipped learning classes and determine whether integrating gamification into a flipped virtual classroom (FVC), based on self-determination theory (SDT) as a theoretical framework, may act to effectively prepare students. Specifically, this research seeks to examine students’ autonomous learning motivation, learning achievement, and their completion rates of pre-session tasks and critically explore the efficacy of the online flipped learning approach when the SDT-based gamification is integrated. The study sample consisted of 66 first-year university students recruited in two groups: an experimental group (n=34) employed a gamified FVC, and a control group (n=32) applied a non-gamified FVC. It employed a mixed-method design, adopting pre-post tests, formative assessments, pre-post questionnaires, VLE statistical reports, and semi-structured interviews (using deductive and inductive thematic analysis) to assess any possible changes in CS students’ autonomous learning motivation, learning achievement, and completion rates of the pre-class activities in the context of Saudi higher education. The findings indicate that the computed gain score (gain score= post-pre) means of the achievement tests in the gamified FVC group was significantly higher than in the control group, revealing positive changes in students’ autonomous motivation, which might be attributed to using the gamified FVC in the intervention group compared to the other group. Students in the gamified FVC group also recorded a significantly higher overall completion rate of pre-session activities than their non-gamified FVC counterparts. The study found a moderate correlation between the students’ autonomous motivation and the task completion rate variables; the more motivated students were, the more pre-class tasks they completed. The study’s analysis showed that the intersection between STD-based gamification and online flipped learning strategies might contribute to motivating university CS students autonomously to learn because of supporting their three basic psychological needs for autonomy, competence, and social relatedness. This study has theoretical and practical implications for various levels of learning, particularly in higher education, where motivation is a key antecedent of engaged learning, but strategies for increasing motivation might need to be explored and introduced more systematically. Furthermore, since autonomy is regarded as an essential element of learning development and where, in parallel, blended learning is based explicitly upon, or adapting, flipped learning principles, such approaches might need to be more actively explored in terms of academic learning development. Thus, future research is recommended to examine the effectiveness of using the gamified FVC method in different educational stages and disciplines.68 0Item Restricted Agent-Based Simulation, Machine Learning, and Gamification: An Integrated Framework for Addressing Disruptive Behaviour and Enhancing Student and Teacher Performance in Educational Settings(Durham University, 2025) Alharbi, Khulood Obaid; Cristea, Alexandra IThe classroom environment is a major contributor to the learning process in schools. Young students are affected by different factors in their academic progress, be it their own characteristics, their teacher’s, or their peers’. Disruptive behaviour, in particular, is one of the main factors that create challenges in the classroom environment, by hindering learning and effective classroom management. To overcome these challenges, it is important to understand what causes disruptive behaviour, and how to predict and prevent it. While Machine Learning (ML) is already used in education to predict disruption-related outcomes, there is less focus on understanding the processes leading to the effect of disruptive behaviour on learning. Thus, in this thesis, I propose using Agent-Based Modelling (ABM) for the simulation of disruptive behaviour in the classroom, to provide teachers with a tool that helps them not only predict, but also understand how classroom interactions lead to disruptions. Reducing negative factors in the learning environment, like disruptive behaviour, is further supported by increasing positive factors, such as motivation and engagement. Therefore, the use of gamification is then introduced as a strategy to promote motivation and improve engagement by making not only the learning environment more rewarding, but also the ABM teacher simulation more appealing. This thesis focuses on these issues by designing and implementing for the first time an integrated approach that combines ABM and ML with gamification to simulate classroom interactions and predict disruptive behaviour. The ABM models the complex interactions between students, teachers, and peers, providing a means to study the processes leading to behavioural issues. Meanwhile, ML algorithms help predict learning outcomes with behaviours such as inattentiveness, hyperactivity, and impulsiveness. The simulation has revealed insights, such as the impact of peer influence on student behaviour and the varying effects of different types of disruptive behaviour, such as inattentiveness, hyperactivity and impulsiveness, on academic performance. The improved performance of the hybrid ML-ABM is shown by measuring results of simulation with ML integration using metrics like MAE, RMSE and Pearson correlation. Moreover, the inclusion of gamification elements was shown to improve engagement by increased login frequency and course completion rates in a MOOC setting, as well as be effective and appealing for teachers using the ML-ABM. In conclusion, this thesis presents the first comprehensive model that integrates ABM, ML, and gamification elements to explore educational outcomes in a disruptive classroom; it develops the first hybrid ML-ABM approach for predicting and managing classroom disruptive behaviour; it provides empirical evidence of the effectiveness of gamification in boosting student and teacher engagement; and it offers practical insights for educators and policymakers seeking to adopt innovative, technology-driven strategies for improving teaching and learning. The research lays a foundation for future studies, aiming to further explore and expand the capabilities of these technologies in an educational context.19 0Item Restricted Interacting in a Gamified Environment in Higher Education: Research on Collaborative and Competitive Practices(University of Manchester, 2025) Allnjawi, Sara; Whitworth, Andrew; Gatenby Banks, AmandaThe purpose of this study is to investigate higher education teachers' perspectives on incorporating gamification into their courses. Q Methodology is used to gather teachers' subjective views. Fifteen higher education teachers from the UK and Saudi Arabia, who have adopted gamification in their practice, participated in this study. The data collection included 15 Q-sorts, clarification of their ranking of the statements using informed think- aloud tasks, and post-sort interviews which included open-ended and demographic questions. For data analysis, two methods were used. First, the Q analysis was performed, and two factors were identified as representing different orientations of higher education instructors towards the use of gamification in their pedagogical activities. Second, thematic analysis was used to analyse the data collected from the informed think-aloud tasks and the post-sort interviews. The findings of this research indicated that two different perspectives of teachers, which are the “Social Drivers” and the “Digital Individualistic Formative Assessment Drivers”, are aligned with disciplinary pedagogy. Participants working in the Humanities fields focused on social involvement while creating gamified activities to foster a sense of community, bonding and relatedness through collaborative approaches. Participants from Scientific disciplines design activities for individual experience as a formative assessment in a digital/online setting. Further, the study shows how gamification enables social bonding (relatedness) among students. Moreover, the teacher's role in the gamified activities may vary between facilitator, player, and observer depending on the goal intended for the gamified activity. In addition, there are many difficulties in implementing gamification in the context of summative assessment. The conflict between strict institutional requirements of summative assessment and gamified learning highlights that there are a lot of challenges in implementing this aspect. Lastly, the findings highlighted how important competition is in gamified learning settings. Competition, when used carefully, may be a strong incentive for students, encouraging them to perform well and connect with the subject matter more fully.14 0Item Restricted Exploring Gamification by Evaluating Interfaces of Task Management Apps and Developing an Interface to Ensure Inclusiveness of Different Students’ Needs.(Newcastle University, 2024-09) Almakran, Raneem; Claisse, CarolineThe aim of this project is to evaluate and develop a prototype of a gamified task management app that enhances engagement for diverse students in academic contexts, such as students with ADHD symptoms. ADHD students face challenges with managing tasks, which affect their academic performance. Existing task management apps are designed for general users, but none specifically fulfill the needs of students with ADHD symptoms. Therefore, this paper evaluates two existing task management apps and presents a prototype designed to manage tasks in an enjoyable way by including gamification features such as competing with friends, collecting points, and taking care of a plant by achieving tasks. To understand user needs, semi-structured interviews were conducted with two students who identified with ADHD symptoms. Interviews were analysed using a qualitative approach. The results demonstrated the challenges faced in academia and how students tend not to use current task management apps for academic tasks. To test the usability of the gamified prototype, one participant was interviewed. Before the usability test, an ADHD persona and some scenarios were presented to the participant. The results were encouraging, suggesting that the gamified interface is engaging and enjoyable while managing tasks.49 0Item Restricted Triggered Screen Restriction: a Novel Gamification Framework(Iowa State University, 2024) Hariri, Majed; Stone, RichardSedentary lifestyles and physical inactivity are significant global public health concerns, contributing to rising obesity rates and chronic diseases. The widespread use of digital technologies, especially smartphones, has worsened this trend by encouraging prolonged sitting. Effective interventions are needed to promote regular physical activity and counter sedentary behaviors. The Triggered Screen Restriction (TSR) framework is a novel approach promoting physical activity that combines negative reinforcement with adaptive gamification elements. The study examined the TSR framework's impact on physical activity levels, addictive nature, health indicators, psychological factors, and app usability. A mixed experimental design was employed, with 30 participants split into two groups. Results revealed that the TSR group demonstrated significantly higher physical activity levels (p < .05). The TSR framework resulted in significant increases in app usage frequency (p < .001). Health indicators showed a significant improvement in balance and stability through the single-leg stance test (p < .05), while other health metrics, including maximum jumping jacks completed in one minute, post-exercise heart rate, and body composition, exhibited no significant changes. Analysis of psychological factors revealed a significant increase in perceived competence in the TSR group (p < .05), with no significant changes observed in autonomy or relatedness. The TSR intervention demonstrated significantly better usability metrics, including ease of use, system reliability, and perceived usefulness (all p < .001). The study contributes to the expanding adoption of gamified physical interventions, showcasing the TSR framework as an effective approach for addressing physical inactivity.21 0Item Restricted Integrating Touchscreen-Based Applications with Gamification Elements to Learn the Arabic Alphabet(University of Sussex, 2023-08) Al Hejaili, Abdullah; Newbury, PaulLanguage learning is considered an essential task for a child’s early education journey. However, children have traditionally received language learning components, such as the alphabet, through methods based on teacher-centred learning. These methods make students passive in the learning process and raise concerns regarding their individual differences. Technology has been widely accepted in education sectors in the last couple of decades as an effective educational tool that can compensate for the shortcoming of traditional learning methods. Therefore, this thesis presents the design and development of a novel touchscreen-based application integrated with gamification elements to enhance the understanding of the Arabic alphabet's forms for elementary school students in Saudi Arabia. In this thesis, an evaluation of the proposed application’s efficiency has been obtained by conducting two studies in elementary schools in Saudi Arabia. The study findings indicate that the proposed application increased and improved students’ comprehension of the Arabic letters’ forms. In addition, the study showed considerable positive attitudes and behaviours among students regarding the educational application. Therefore, it is considered an efficient educational tool that is able to address the difficulties of learning the Arabic alphabet and considerably influence the students’ learning outcomes. This research has provided several contributions, including the design and development of a novel educational application to learn the Arabic alphabet and its evaluation processes and methodology.17 0Item Restricted DESIGNING AND EVALUATING OF INTEGRATING MULTI-THEORY-DRIVEN AND USER-CENTERED DESIGN WITH GAMIFICATION IN HEALTH APPS: A NOVEL APPROACH TO IMPROVED MEDICATION ADHERENCE IN HYPERTENSIVE PATIENTS(University of Wisconsin-Milwaukee, 2024) Alqheedan, Ahmed; Luo, Jake; T. Fink, Jennifer; Wu, Min; Mu, XiangmingMedication non-adherence poses a significant challenge across healthcare, leading to adverse health outcomes, increased hospitalizations, and substantial costs. This dissertation explores the potential of a theory-driven, gamified smartphone-based medication reminder system to address this prevalent issue. Drawing on insights from a systematic review of the literature and extensive user-centered design methods, the research aims to develop a solution that effectively addresses the complex barriers individuals face in medication management. By integrating established behavioral theories and gamification elements into the design, the system seeks to enhance patient motivation, engagement, and adherence behaviors. The ultimate goal is to create a tailored, gamified tool that empowers individuals to confidently manage their medications and improve their health outcomes.55 0Item Restricted How Psychological Factors Can be Leveraged to Enhance Gamified Security Awareness Training?(Saudi Digital Library, 2023-12-05) Alwheepy, Baadr Sulaiman; Taramonli, SandyResearchers’ interest in gamified security awareness training has risen throughout the last decade, particularly due to the gamification’s influence on increasing engagement, participant and learning retention compared to traditional training methods. The effectiveness of all training courses is highly tied to psychology, as it is the underlying factor that influences a learners ambitions to learn and benefit from a training course. In gamification, psychology is often introduced through a verity of gaming elements such as leaderboards, badges, and point systems which when incorporated at an optimal level can induce several psychological feelings such as social pressure, and satisfaction. When these feelings are induced within a training course, they can highly affect the way a training is perceived by learners, making them more or less motivated to engage and participate in learning activities. This study was conducted with the primary goal of assessing the psychological effects imposed by time pressure, feedback, novelty, and socially connected elements within a gamified security awareness training to provide recommendations on ways to optimally implement them in future courses. In order to achieve this goal, a comprehensive analysis was performed on three publicly available datasets that were related to experiments on the application of gamification in multiple contexts. Finally, this study was successful in accomplishing its primary goal, and addressing identified literature gaps in the field by deriving valuable insights on engagement levels raised through the conjunction of leaderboards and feedback, the effects of time constraints on decision making, and the impact of novelty on continuity16 0Item Restricted FACTORS INFLUENCING THE USE OF GAMIFICATION TOWARDS CYBERSECURITY AWARENESS: THE CASE OF HEALTHCARE STAFF IN SAUDI ARABIA(Saudi Digital Library, 2023-11-28) Alzahrani, Saleh; Micallef, NicholasIn an era marked by digital transformation and heightened cybersecurity threats, the imperative for robust cybersecurity awareness among healthcare staff cannot be overstated. This thesis explores the multifaceted factors that shape the intention to use gamification as a means to enhance cybersecurity awareness within the unique context of healthcare staff in Saudi Arabia. Grounded in the Technology Acceptance Model (TAM) and bolstered by the integration of perceived enjoyment, this study employs a quantitative research approach. A meticulously designed survey was distributed to 332 participants using a snowball sampling technique. The data collected were subjected to variance-based structural equation modeling (SEM) using the Smart-Partial Least Squares (PLS) software. The findings of this research unveil significant and compelling insights. They reveal that perceived ease of use, perceived usefulness, and perceived enjoyment play pivotal roles in shaping healthcare staff's intentions to embrace gamification for cybersecurity awareness. These factors collectively underscore the significance of user-centric design and engaging gamified experiences in fostering a heightened sense of cybersecurity preparedness among healthcare professionals in Saudi Arabia. The results contribute not only to the burgeoning field of gamified cybersecurity training but also to the broader discourse on technology acceptance and its application in the crucial realm of cybersecurity awareness in the Kingdom of Saudi Arabia.25 0