| Titre : | Exploring Teachers’ Attitudes toward the Integration of Gamification in Tutorial Sessions Case study: Algerian Middle Schools – Saida |
| Auteurs : | NAZEREG Nour El Houda, Auteur ; Dr. M. GACEM, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | Dr. Moulay Tahar University, Saida Faculty of Letters, Languages and Arts Department of English Language and Literature, 2023-2024 |
| Format : | 58p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | Algerian middle school of Saida, Attitudes, EFL teachers Gamification, Tutorial Session |
| Résumé : | Gamification in education represents an innovative and engaging strategy to motivate students and enhance their learning achievements. Nevertheless, despite the increasing pedagogical interest in gamification over the last two decades, teachers’ attitudes toward gamification and its implementation remain a neglected research area. This exploratory study aims at investigating or revealing Middle school teachers’ attitudes toward integrating this technique in their instructional process. Moreover, it seeks to investigate teachers’ perceptions of this new strategy mainly in tutorial sessions since teachers are allowed more flexibility, hence they can be more creative and productive when performing them. To fulfil the study’s main aim, a mixed method approach is put into action, a structured questionnaire is delivered to EFL teachers from Saida City, and a structured interview is conducted with five teachers from different schools. The findings revealed that the majority of teachers hold positive attitudes towards the use of gamification and believe that its appropriate use develops English language acquisition in a fun and innovative way as well as it promotes learners’ motivation and engagement. However, just a minority has put it into action for several reasons mainly the lack of ICT material, class, and time management. As a result, this research implies maintaining the availability of the needed materials as well as the necessity to offer specific training for teachers on how to plan and design games as well as how to integrate gamification elements in tutorial sessions by selecting, adapting, and implementing authentic materials that meet the learning objectives and suits the educational setting. |
| Note de contenu : |
Table of contents
Acknowledgments ……………………………..……………………………I Abstract …………………………………..…………..….……………….…II Table of Contents ……………..……………….……..…………………….III List of Tables ……......………………………..………………………….…VI List of Figures …………...…………..…………………………………….VII List of Acronyms …..……….…….....……………………………..……..VIII List of Appendices ……………………………………………………..… IX General Introduction ………….……………..……………………………..1 Chapter One: The Review of Literature 1.1 Introduction …………………….…………….………………..………. 4 1.2 An Overview of Gamification ……………….…………………...…… 4 1.3 Defining Gamification …………………….…………………...…..…...5 1.4 Gamifying Education ………………………….…………...…………..8 1.4.1 Gamification, Education and Motivation …..…………………...9 1.4.1.1 Self-Determination Theory………………………………… 10 1.4.1.2 Flow Theory ……………………………………………….. 11 1.4.1.3 Self-Efficacy Theory ………………………………………... 11 1.4.2 Aims and Techniques ………………………………………….. 11 1.5 Elements of Gamification …………………...………………………...13 1.6 Implementing Gamification in EFL Teaching ……………………... 14 1.7 Advantages and Disadvantages of Gamification ……………..……... 17 1.8 Conclusion ……………………………………………………………. 18 Chapter Two: Research Methodology and Design IV 2.1 Introduction …………………………………………………..……… 19 2.2 Research Questions and Hypothesis …………………………………19 2.3 The Objectives of the Study ………………...………………..…….…20 2.4 Methodology ………………………………………………………….. 20 2.4.1 The Quantitative and Qualitative Research ……………….…..20 2.4.2 Mixed-Method Research ………………...….....................……. 21 2.5 Target Population ………………………………………….………….22 2.6 Research Tools and Data Collection ………….……………………. 22 2.6.1 Differences in Data Collection Methods ………..…………….. 23 2.6.2 Questionnaire …………………………………………….…….. 23 2.6.2.1 Advantages and Disadvantages of Questionnaires ….....…23 2.6.3 The Presentation of the Teachers’ Questionnaire ….……..…. 24 2.6.4 Formulating Questions ………………………………………… 25 2.7 Measuring Attitudes in Quantitative Research …….……………… 25 2.7.1 The Likert Scale ……………...………………………………… 26 2.8 Interview ……………………………………………….……………... 26 2.8.1 Describing the Teachers’ Interview ……..…………….………. 27 2.9 Limitations of the Study …………………………………….……….. 27 2.10 Conclusion …………………………….……………………….……. 27 Chapter Three: Data Analysis and Discussion of the Findings 3.1 Introduction …………………………………………….……………. 28 3.2 Data Analysis .………………………………………………………… 28 3.2.1 Teachers’ Questionnaire …………………….………………….. 28 3.2.2 Teachers’ Interview ………...………………………….….…….. 40 V 3.3 Discussion and Interpretation of the Findings ………………..…….. 42 3.3.1 Teachers’ Questionnaire ……………………………….….…….. 42 3.3.2 Teachers’ Interview …………………………………….….…….. 43 3.4 Conclusion ……………………………………………………….…… 45 General Conclusion ……………………………………………………… 45 Bibliography 48 Appendices 55 |
Exemplaires
| Code-barres | Cote | Support | Localisation | Section | Disponibilité |
|---|---|---|---|---|---|
| aucun exemplaire |
Documents numériques (1)
Exploring Teachers’ Attitudes toward the Integration of Gamification in Tutorial Sessions Case study: Algerian Middle Schools – Saida Adobe Acrobat PDF |
