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Effects of Gamification-Based Learning on Learners’ Achievement Motivation at First-Grade Intermediate Level


Sami Ben Shamlan Bakhit Al-Sulami


Vol. 22  No. 5  pp. 266-276


The study aimed to pinpoint the effects of an educational environment based on gamification on developing achievement motivation among first-grade intermediate students. Using an achievement motivation scale, the study adopted a quasi-experimental design with experimental and control groups. The sample consisted of 52 students selected randomly from the first-grade intermediate students. They were studying in public intermediate schools in Jeddah at the time of this study. They were divided into two groups. The control group (n=24 respondent), and the experimental group (n=28 respondent). The results showed statistically significant differences at the level α ≥ 0.05 between the mean scores of the experimental group and the control group in the posttest of the achievement motivation measurement in favor of the experimental group. The study recommended using gamification in designing computer curricula and courses across educational stages in Saudi Arabia. It also recommends training the computer and information technology teachers on using gamification in their teaching.


Educational Environment, Gamification, Achievement Motivation