فاعلية الفصول المقلوبة القائمة على محفزات الألعاب في تنمية التفكير فوق المعرفي لدى طلاب السنة التحضيرية بجامعة جدة

الملخص EN

The current research aimed to design a proposed model for flipped classes based on game stimuli and measure its effectiveness in developing metacognitive thinking among preparatory year students at the University of Jeddah.

The research sample consisted of (60) students from the preparatory year in the academic year 1442/1443 AH who were randomly distributed over the two experimental research groups, where the first experimental group studies using flipped classes based on game stimuli, while the second group studies using flipped classes without gaming stimuli.

A quasi experimental design with two experimental groups was used.

A scale of supra cognitive thinking was built that consisted of (24) items.

The scale included (3) axes, each axis amounted to (8) items.

After applying the experiment for three consecutive weeks, each group used the treatment specified for it, the results were monitored and statistically analyzed using a t-test to compare between groups and determine the significance of the differences, as well as the size of the effect was calculated.

The results revealed the effectiveness of flipped classes based on game stimuli in developing metacognitive thinking among students of the first experimental group that used flipped classes based on game stimuli compared to students of the second experimental group that used flipped classes without any stimuli.

The research recommended the need to reconsider how to motivate learners through flipped classroom systems.