تصميمان للوحة المتصدرين في التقويم البنائي القائم على التلعيب ببيئة تعلم إلكتروني و أثرهما على تنمية التحصيل و دقة الإجابة و خفض قلق الاختبار و الانخراط في التعلم لدى الطالبات المعلمات

Abstract EN

The research aims to develop two designs of leaderboards (onymous vs anonymous) in gamification-based formative evaluation, in e-learning environment and their effect on academic achievement, answer accuracy, test anxiety reduction and engagement in learning in teachers' students.

the study's sample were divided into two experimental groups.

the study's results revealed that there is an equality gain in the final academic achievement as well as an increase in the final academic achievement posttest than in the final academic achievement pretest.

the results also showed that both of the two designs of the leaderboards have achieved a big effect size on the final academic achievement posttest in both groups and that there was a strong inversely proportional relationship between the final academic achievement posttest and the formative evaluation tests regardless of the type of the leaderboards design.

moreover, the results indicated that the female students of the 1st group outperformed those in the 2nd experimental one in relation to the answer accuracy as measured by the formative evaluation tests and that the 1st group reached the 1st level of high-test anxiety while the 2nd group reached the 2nd level of high-test anxiety as measured by the test anxiety measure posttest.

in addition, the female students in the 1st group performed better than those in the 2nd experimental one on the engagement as a whole in relation to the emotional dimension, but students in both groups have equally performed on the cognitive and behavioral dimensions on the same engagement.