Difference Effect of Gamification Elements in E-Learning Environment to Develop Higher Thinking Skills in Digital Skills Curriculum for Fifth Grade Primary School Students In Jeddah.

Alharbi, Mada; Altowairiki, Noha

doi:10.21608/mfes.2025.322037.1949

Difference Effect of Gamification Elements in E-Learning Environment to Develop Higher Thinking Skills in Digital Skills Curriculum for Fifth Grade Primary School Students In Jeddah.

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Authors

University of Jeddah

10.21608/mfes.2025.322037.1949

Abstract

The research aimed to measure the impact of different gamification elements in the e-learning environment and their effect on developing higher-order thinking skills among fifth-grade female students in Jeddah. The researchers employed a quasi-experimental design with a single experimental group, utilizing pre- and post-tests to assess the influence of the independent variable, gamification elements (levels), on the dependent variable, higher-order thinking skills. The research tool consisted of an achievement test that included higher-order thinking skills such as analysis, evaluation, and innovation. The sample comprised 20 randomly selected fifth-grade female students from the experimental group. The results indicated statistically significant differences at a significance level of 0.01 for the experimental group (which utilized levels as a gamification element) in developing higher-order thinking skills between the pre- and post-test results, favoring the post-application. The researchers made several recommendations, including the necessity for teachers to employ gamification technology in teaching digital skills across all educational stages.

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