EMOTIONS AND MOTIVATION OF EIGHTH GRADE STUDENTS IN TUKARM GOVERNORATE WHEN LEARNING GEOMETRY UNIT USING GAMIFICATION
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Date
2022-07-03
Authors
Ismael, Fatima
Journal Title
Journal ISSN
Volume Title
Publisher
جامعة النجاح الوطنية
Abstract
The study aimed at showing eighth graders’ attitudes and motivations, which were described using NearPod.Com, in Tulkarm governorate while learning the engineering unit using gamification. To answer the study’s questions, the qualitative approach was deployed through the comparative theory of analysis. The documentation was done using interviews, video shooting as well as observations. Furthermore, the study was applied to a purposive sample of eighth-grade students at Halima Khreisheh Secondary School for Girls in Tulkarm numbering around (28) students.
The study reached the following results. First, positive feelings such as joy, pleasure, and love for mathematics resulted. However, there were negative feelings such as tension, hesitation, and confusion. Second, various characteristics of motivation related to efficiency were generated such as enthusiasm, determination, as well as exploration. Other qualities associated with independence such as confidence emerged. Other qualities such as competition, and freedom from fear which are relevant to social connections were observed. The results revealed a positive relationship between feelings and motivation since the feelings of shifting to the love of mathematics led to the presence of trust, determination, while joy led to enthusiasm, freedom from fear, and finally pleasure led to exploration and competition. Based on the results of the study, the researcher recommended using the gamification strategy in teaching mathematics due to its influence on students’ feelings and motivation.
This can be accomplished by including this strategy in the mathematics curriculum as well as including some sites that support gamification. Teachers should be trained to prepare lessons using the gamification strategy, study its elements, urge students to self-learning and exploratory activity, link the educational material to students’ tendencies and interests and clarify its importance to them in daily life. More research should be conducted related to students’ internal and external feelings and motivation when learning using the gamification method. Qualitative research should also be conducted using the continuous comparison theory because of its importance displaying accurate results taken from interviews and observations.
Description
The study aimed at showing eighth graders’ attitudes and motivations, which were described using NearPod.Com, in Tulkarm governorate while learning the engineering unit using gamification. To answer the study’s questions, the qualitative approach was deployed through the comparative theory of analysis. The documentation was done using interviews, video shooting as well as observations. Furthermore, the study was applied to a purposive sample of eighth-grade students at Halima Khreisheh Secondary School for Girls in Tulkarm numbering around (28) students.
The study reached the following results. First, positive feelings such as joy, pleasure, and love for mathematics resulted. However, there were negative feelings such as tension, hesitation, and confusion. Second, various characteristics of motivation related to efficiency were generated such as enthusiasm, determination, as well as exploration. Other qualities associated with independence such as confidence emerged. Other qualities such as competition, and freedom from fear which are relevant to social connections were observed. The results revealed a positive relationship between feelings and motivation since the feelings of shifting to the love of mathematics led to the presence of trust, determination, while joy led to enthusiasm, freedom from fear, and finally pleasure led to exploration and competition. Based on the results of the study, the researcher recommended using the gamification strategy in teaching mathematics due to its influence on students’ feelings and motivation.
This can be accomplished by including this strategy in the mathematics curriculum as well as including some sites that support gamification. Teachers should be trained to prepare lessons using the gamification strategy, study its elements, urge students to self-learning and exploratory activity, link the educational material to students’ tendencies and interests and clarify its importance to them in daily life. More research should be conducted related to students’ internal and external feelings and motivation when learning using the gamification method. Qualitative research should also be conducted using the continuous comparison theory because of its importance displaying accurate results taken from interviews and observations.
Keywords
feelings, motivation, unity of engineering, gamification.