الفهرس 
الفصل الأول :مشكلة البحث وخطة دراستهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The world is witnessing today a tremendous revolution in the educational fields in general and the educational field in particular, and the real benefit of technology in the educational field is to reformulate the thought and guidance of the teacher so that he can build a learner capable of creativity, innovation, problem solving and finding solutions, and to reconsider the foundations and selection of strategies used in Teaching to ensure that it keeps pace with the new challenges.
Gamification is an educational approach to motivate learners to learn using game elements with the aim of maximizing fun and participation by attracting learners’ interest to continue learning with greater desire and longing than focusing on useful educational tasks (Figueroa-Flores, 2015, p.45).It works on a basic strategy, based on providing rewards for learners who participate in the completion of the required educational tasks, and these rewards include points and badges of achievement and progress in levels and stages, and it also depends on an essential element called competition, which supports the learner during learning, qualifies him to complete his learning process and enhances from feeling confident, responsible, and sharing learning with othersundefined (Chantizetal.,2013, p.93).
The Barata etal. (2013) study showed that incorporating Gamification into the course improved learners’ engagement and attendance in online courses and made learners more motivated, more interested, and easier to learn compared to other traditional courses.
Statement of problem:
It was possible to identify the research problem in: There is a deficiency in learning the cognitive aspects of programming skills in the language of Scratch among the students of the first preparatory grade, where the prevailing learning method is characterized by stagnation, routine, boredom and monotony, which resulted in low motivation among some students, and a feeling of boredom and monotony among high motivated ones.
Importance of the research:
The Research can be useful and active in:
The results of the research may contribute to the adoption of new strategies, patterns and tools by the concerned educational institutions for designing
electronic learning environments based on gamification, in an effort to raise the level of various learning outcomes.
This research presents a model for electronic learning environments based on gamification used in teaching skills.
The results of the research may contribute to enhancing the benefit from the capabilities of electronic learning environments based on gamification in overcoming the difficulties facing students of different educational stages, especially middle school students, in studying some academic courses.
The results of this research may contribute to providing designers and developers of electronic educational environments based on gamification with a set of scientific principles and foundations when designing these environments, with regard to the use of environments to develop the immediate cognitive aspect and the survival of the impact of learning skills, and engaging in the e-learning environment.
Limitations of the research:
The current research is conducted on the following limitations:
Human limitations: the current research consisted of students of the first preparatory grade (females), the stage of basic education, represented by (68) students, the sample was randomly selected and then divided into two groups, the first experimental group (high achievement motivation), and the second experimental group (low). Achievement Motivation), according to their grades in the achievement motivation scale, taught using an e_learning environment based on Gamification.
Objective limitations: The current research included the computer and information and communication technology course in particular (the first unit: programming in the Scratch language) for the first preparatory grade through an e-learning environment based on Gamification.
Time Limits: The research experiment was applied to the students of the study sample in the first semester of the academic year 2020/2021 AD.
Area limitations: The research was applied through computer labs at Damshir School, basic education, preparatory stage, Minya Governorate, as well as anywhere due to the fact that the environment is on the Internet.
Procedures of the research:
The researcher has followed the following procedures:
First: The theoretical framework includes:
1. Analytical study of references and studies related to the subject, with a view to the preparation of a conceptual framework for research.
2. Preparing the theoretical framework by reviewing previous Arab and foreign literature and studies related to the current research variables to benefit from them in the research stages.
3. Choosing the appropriate educational design model, which is the ADDIE Model, according to its methodological procedures, which are as follows:
4. Preparing the knowledge and skill content of the programming unit in Scratch language.
5. Develop a list of learning environment standards based on Gamification and judge it by professors specialized in the field.
6. Design and production of the experimental processing material ”e-learning environment based on Gamification ”.
7. Preparing measurement tools and presenting them to the arbitrators, modifying them in the light of their suggestions, and applying them to an exploratory sample of preparatory stage learners for the purpose of controlling them, and they are:
* Achievement test.
Achievement Motivation Scale.
* Learning engagement scale.
8. Choosing the members of the exploratory research sample and conducting the exploratory experiment for the experimental treatment material, and the measurement tools in order to measure their stability, and to identify the most important application difficulties that undefined Facing the sample members when conducting the basic experiment and making adjustments.
9. Choosing the research group (the basic research sample) from the preparatory stage students, first year of middle school.
10. Applying the achievement motivation scale to identify students with high and low achievement motivation and distribute them to the main research groups according to the type of experimental design used.
11. Conducting the pre-application of the achievement test on the students of the research groups.
12. Presenting the experimental treatment material to the sample members according to the experimental design of the research.
13. Conducting the post-application of the measurement tools on the same individuals of the research sample, after presenting the experimental treatment material to them, and after two weeks the achievement test is applied in order to detect the persistence of the learning effect among the learners of the research groups.
14. Treating the results statistically, analyzing and interpreting them in the light of the design model, theoretical frameworks and the results of previous studies.
15. Presenting recommendations and suggestions for future research in light of the results of the research.
Results of the research:
E_learning environment based on gamification achieves effectiveness in developing the immediate achievement of programming in Scratch language among students with low achievement motivation.
E_learning environment based on gamification achieves effectiveness in developing the immediate achievement of programming in Scratch language among students with high achievement motivation.
E_learning environment based on gamification achieves greater effectiveness in the achievement of students with high achievement motivation compared to those with low achievement motivation.
E_learning environment based on gamification achieves a greater effectiveness in preserving the learning effect of students with high achievement motivation compared to low achievement motivation students.
Students with high achievement motivation positively engage in an E_learning environment based on gamification.
Pupils with low achievement motivation positively engage in
E_learning environment based on gamification.
The involvement of students with high achievement motivation is more positive than students with low achievement motivation towards E_learning environment based on gamification.
Suggestions for future research:
Proposals and future research:
Choosing the best elements of gamification in various e-learning environments to determine the best ones to influence the development of achievement and the survival of the effect of learning and engaging in learning among learners in general.
Conducting studies that show the extent to which this e_learning environment based on gamification covers most of the learning theories.
The current research was limited to applying the research variables to the preparatory stage learners, so it is possible to conduct similar studies on other subjects and classes so that the research results can be generalized.
Studying the effect of different types of e-learning environments based on gamification (cooperative/competitive) on developing motivation in learning English and self-efficacy among preparatory stage learners.