This quasi-experimental study aims to determine the impact of integrating gamification into teaching Arabic grammar on academic achievement for second-year students at As-Sofa International Islamic College and evaluate students' impressions of incorporating gamification into learning Arabic grammar. Through a descriptive-analytical approach and quasi-experimental methodology, this study was conducted on a sample consisting of 64 students who were divided into two groups: an experimental group and a control group. The duration of the study was eight weeks. A t-test was conducted to analyse the results of the achievement pre and post-test, and the mean and standard deviation were used to analyse the questionnaire results. The study found an indirect positive effect of gamification in improving students' academic achievement in Arabic grammar, and positive impressions of students about incorporating gamification into learning Arabic grammar. The study showed that gamification could inspire poor learners struggling to become high achievers. Additionally, the present study could contribute to the usefulness of language learners by enhancing their problem-solving skills and restoring their knowledge of grammar practice during the learning process.
Mohamad, A. H. (2009). Tahap Komunikasi dalam Bahasa Arab dalam Kalangan Pelajar Sarjana Muda Bahasa Arab di IPTA Malaysia. Journal of Islamic and Arabic Education. 11 (1), 1-14.
Abdelhamid, I. Y., Yahaya, H., Ahmad, N. Z., & Nazmi, M. Z. M. (2022). Foreign Language Learning Through Social-Media: A Review Study. International Journal of Academic Research in Business and Social Sciences. 12(6), 1424 – 1436.
Abdul Hamid, M. F., Ab. Halim, Z., Sahrir, M. S. (2020). An insight on needs analysis towards the development of animated infographic module in arabic grammar learning. Journal of Language and Linguistic Studies. 16 (3), 1387-1401.
Ajabshir, Z. F., & Panahifar, F. (2010). The Effect of Teachers' Scaffolding and Peers' Collaborative Dialogue on Speech Act Production in Symmetrical and Asymmetrical Groups. Iranian Journal of Language Teaching Research. 8 (1), 45-61.
Al-Hadithy, T., Ali, S. (2018). Gamification in learning English for academic Purposes: Designing Assessment for Learning using Kahoot with UAE undergraduate Law students. Proceedings of 110th IASTEM International Conference. Toronto. Canada. 28th-29th March.
Shea, A. M. (2014). Student perceptions of a mobile augmented reality game and willingness to communicate in Japanese. PhD thesis. Pepperdine University. Published by ProQuest LLC 2014. UMI 3619866
Azmi, N. A., Rasalli, R. I. Z., Aniah, N. (2018). Pengunaan Aplikasi Kahoot Dalam Pembelajaran Modul Teori Di Kolej Komuniti Ledang Johor. International Conference on Education. Islamic Studies & Social Science Research.
Baierschmidt, J. (2013). A principled approach to utilizing digital games in the language learning classroom. The jaltcalljournal. 9 (3), 307–315.
Baldeon, J., Rodriguez, I., & Puig, A. (2016). LEGA: A Learner-centered Gamification Design Framework. Proceedings of the XVII International Conference on Human Computer Interaction. Salamanca. 13 - 16 September.
Buckley, P., Doyle, E., & Doyle, S. (2017). Game On! Students’ Perceptions of Gamified Learning. Educational Technology & Society. 20 (3), 1–10.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Boston. Houghton Mifflin. https://www.sfu.ca/~palys/Campbell&Stanley-1959 Exptl&QuasiExptlDesignsForResearch.pdf. [4 May 2019]
Debbita, T. A., Ganapathy, M., & Kaur, M. S. (2018). Kahoot! It: Gamification in Higher Education. Social Science & Humanities. University Putra Malaysia Press. 26 (1), 565 – 582
El-Shemy. (2017). Impact of Gamification Strategy on Academic Achievement and Achievement Motivation Toward Learning. 4th Teaching & Education Conference, Venice. 24 April 2017. http://www.iises.net/proceedings/4th-teaching-education-conference-venice/front-page. [June 2019]
Flores, J. (2015). Using Gamification to Enhance Second Language Learning in Digital Education Review. 27 (2), 32-54.
Hamari, J., Koivisto, J., Sarsa, H. (2014). Does gamification work? a literature review of empirical studies on gamification. Hawaii International Conference on System Science (HICSS. pp. 3025– 3034. DOI 10.1109/HICSS.2014.377
Imad, Z., Anoual, E., & Abdelhak, L. (2017). Gamification for Arabic Natural Language Processing: Ideas into Practice. Transaction on machine learning and artificial intellingence. 5 (4), 592-604.
Kapp, K. M. (2016). Choose your level: Using games and gamification to create personalized instruction. In M. Murphy. S. Redding. & J. Twyman (Eds.). Handbook on personalized learning for states. districts. and schools www.centeril.org.[April 2019]
Mussab, S. (2015). Promoting Engagement Through Means of Gamification Case: A Saudi Arabian Massive Open Online Courses Platform. Master Thesis. Faculty of Service. Innovation & Design. Laurea University of Applied Sciences Leppävaara.
Othman, M. I. H., Abas, U.-H. B., Nazmi, M. Z. M., & Abdelhamid, I. Y. (2022). Manifestations of Arabic Language Creativity (A study in Building and Meaning). International Journal of Academic Research in Business and Social Sciences, 12(12), 207 – 214
Rachels, J. R. (2016). The effect of Gamification on elementary students’ Spanish language achievement and academic self-efficacy. PhD thesis. Liberty University.
Reinders, H. (2012). Digital Games in Language Learning and Teaching. Journal of Educational Technology & Society. 16 (4), 290-292.
Richard, N. L. (2015). Developing a Theory of Gamified Learning: Linking Serious Games and Gamification of Learning. Simulation & Gaming.1–17.
https://www.researchgate.net/publication/268632276 [August 2018]
Saleh, M. P. S. S. (2016). Analisis Keperluan Pembangunan Model Pengajaran M-Pembelajaran Mata Pelajaran Sejarah Sekolah Menengah. Jurnal Kurikulum & Pengajaran Asia Pasifik. Bil 4. Isu 4.
Shafie, M. S., Yusoff, N. M. R. N., & Baharudin, H. (2019). Insight Arabic Teacher: The Challenges and Solutions to Arabic for Bidayuh’s Pupils. Creative Education. 10. 2658-2670. https://doi.org/10.4236/ce.2019.1012193
Sulaiman, S. (2016). Analytical Study on Gamification. Master Thesis. Imam Mohammad Ibn Saud Islamic University. Saudi Arabia.
Shuler, C. (2012). Ilearn ii: An analysis of the education category on apple's app store. Paper presented at the Joan Ganz Cooney Center at Sesame Workshop. www.Joanganzcooneycenter.org/Reports-33. html (retrieved January 29. 2019).
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. 2 (1), 3-10.
Tamjid, N. H., Aghlara, L. (2013). The effect of digital games on Iranian children’s vocabulary retention in foreign language acquisition. International Conference on Education and Educational Psychology (ICEEPSY 2011). Procedia - Social and Behavioral Sciences. 552 - 560
Turan, Z., Avinc, Z., Goktas, Y. (2016). Gamification and Education: Achievements. Cognitive Loads. and Views of Students. International Journal of Emerging Technologies in learning (iJET). DOI: 10.3991/ijet. v11i07.54 - 55.
Valencia, F. (2016). The use of gamification and videogames in second language learning. https://biblioteca.unirioja.es/tfe_e/TFE001721.pdf [Nov 2018]
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Zeriaf. (2018). Academic achievement. https://www.alukah.net/social/0/124374/. [August 2018]
