ENHANCING EARLY CHILDHOOD EDUCATION IN SAUDI ARABIA: UTILIZING GAMIFICATION FOR ENGAGING AND EFFECTIVE LEARNING

Dalal Aldhilan; Shahid Rafiq; Ayesha Afzal

Dalal Aldhilan College of Art and Sciences at Turaif, Northern Border University, Arar, SAUDIA ARABIA
Shahid Rafiq Assistant Professor, Department of Education, Emerson University, Multan, Pakistan
Ayesha Afzal Assistant Professor, University of Management and Technology, Lahore Pakistan

Keywords: Gamification, Learning Experiences, Teacher Training, Student Engagement, Motivation

Abstract

Gamification, integration of game elements and principles into non-game contexts, has emerged as a promising educational strategy worldwide. In context of Saudi Arabian schools, known for commitment to innovation and excellence, potential of gamification to transform traditional teaching methods into engaging learning experiences is of particular interest. This comprehensive study, conducted within positivist research paradigm, and employed cross-sectional research design and quantitative survey research method. It collect data from representative sample of 565 early childhood teachers & utilized statistical analyses, including ANOVA, correlation analysis, multiple regression analysis, & MANOVA, to examine impact of gamification. Results revealed that gamification strategies could be effectively integrated, but teacher training and resource support were central. The gamification positively influenced student engagement and motivation, with variations across grade levels and types of early childhood education schools. The study underlines standing of localized research & offers recommendations to enhance the successful implementation of gamification in Saudi Arabian early childhood education schools, contributing to improved educational outcomes and experiences.