Bechichi Naoufel (2024) Exploring Teachers\' and Pupils\' Perceptions towards the Use of Gamification in Algerian Primary Schools The Case of Fourth Year Pupils at Chouibia Mohammed Taher Primary School in Souk Ahras. University of Souk Ahras
Scientific Publications
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Abstract
ABSTRACT
Exploring teachers\' and pupils\' perceptions about the use of gamification in primary schools in
Algeria is a pivotal step towards understanding its potential impact on educational practices. The
aim of this study is to delve into these perceptions, specifically focusing on 4th-year pupils at
Chouibia Mohammed Taher Primary School in Souk Ahras. Gamification, the application of
game-design elements in educational contexts, has shown promise in enhancing student
engagement and learning. This research employs two questionnaires one for teachers and one for
pupils—to gather detailed insights into their views on the effectiveness, benefits, and challenges
of gamification in the classroom. The findings aim to provide valuable information for educators
and policymakers to inform the implementation of gamification strategies, ultimately
contributing to improved educational practices and outcomes in Algerian primary schools. By
examining real-world classroom dynamics, this study bridges the gap between theoretical
potential and practical application. It also offers a foundation for future research on innovative
educational techniques in similar contexts.
Exploring teachers\' and pupils\' perceptions about the use of gamification in primary schools in
Algeria is a pivotal step towards understanding its potential impact on educational practices. The
aim of this study is to delve into these perceptions, specifically focusing on 4th-year pupils at
Chouibia Mohammed Taher Primary School in Souk Ahras. Gamification, the application of
game-design elements in educational contexts, has shown promise in enhancing student
engagement and learning. This research employs two questionnaires one for teachers and one for
pupils—to gather detailed insights into their views on the effectiveness, benefits, and challenges
of gamification in the classroom. The findings aim to provide valuable information for educators
and policymakers to inform the implementation of gamification strategies, ultimately
contributing to improved educational practices and outcomes in Algerian primary schools. By
examining real-world classroom dynamics, this study bridges the gap between theoretical
potential and practical application. It also offers a foundation for future research on innovative
educational techniques in similar contexts.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5100 |
| Date Deposited | 2024-07-11 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5100 |