أثر تطبيق للإرشاد الأكاديمي قائم على التلعيب في تحسين الانخراط بالمهمات الإرشادية لدى طلاب التعليم العالي

• منصور، رشدي فام (1997). حجم التأثير: الوجه المكمل للدلالة الإحصائية. المجلة المصرية للدراسات النفسية، 7(16)، 57-57.

• Al-Nasheri, A. A., & Alhalafawy, W. S. (2023). Opportunities and Challenges of Using Micro-learning during the Pandemic of COVID-19 from the Perspectives of Teachers. Journal for ReAttach Therapy and Developmental Diversities, 6(9s), 1195-1208.

• Alanzi, N. S., & Alhalafawy, W. S. (2022a). Investigation The Requirements For Implementing Digital Platforms During Emergencies From The Point Of View Of Faculty Members: Qualitative Research. Journal of Positive School Psychology (JPSP), 9(6), 4910-4920.

• Alanzi, N. S., & Alhalafawy, W. S. (2022b). A Proposed Model for Employing Digital Platforms in Developing the Motivation for Achievement Among Students of Higher Education During Emergencies. Journal of Positive School Psychology (JPSP), 6(9), 4921-4933.

• Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. A. (2021a). Design an Adaptive Mobile Scaffolding System According to Students' Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies, 15(13).

• Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. H. (2021b). Design an Adaptive Mobile Scaffolding System According to Students’ Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 15(13), pp. 108-127. https://doi.org/10.3991/ijim.v15i13.21253

• Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.

• Alhalafawy, W. S., & Zaki, M. Z. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), 107-123. https://doi.org/10.3991/ijim.v13i08.10725

• Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. International Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151.

• Alshammary, F. M., & Alhalafawy, W. S. (2022). Sustaining Enhancement of Learning Outcomes across Digital Platforms during the COVID-19 Pandemic: A Systematic Review. Journal of Positive School Psychology, 6(9), 2279-2301.

• Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1-21. https://doi.org/https://doi.org/10.3390/su15021305

• Alzahrani, F. K. (2021). The effectiveness of Padlet in enhancing reading and writing skills in English language course among EFL students at secondary stage. Journal of Educational and Psychological Studies [JEPS], 15(1), 155-167.

• Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613. https://doi.org/doi.org/10.3390/su15054613

• Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.

• Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. https://doi.org/10.30819/cmse.6-2.05

• Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/https://doi.org/10.1016/j.edurev.2020.100322

• Baker, J. A., Clark, T. P., Maier, K. S., & Viger, S. (2008). The differential influence of instructional context on the academic engagement of students with behavior problems. Teaching and Teacher Education, 24(7), 1876-1883.

• Bakhanova, E., Garcia, J. A., Raffe, W. L., & Voinov, A. (2020). Targeting social learning and engagement: What serious games and gamification can offer to participatory modeling. Environmental Modelling & Software, 134, 104846. https://doi.org/https://doi.org/10.1016/j.envsoft.2020.104846

• Bíró, G. I. (2014). Didactics 2.0: A pedagogical analysis of gamification theory from a comparative perspective with a special view to the components of learning. Procedia-Social and Behavioral Sciences, 141, 148-151.

• Chard, I. (2008). Share, Collaborate, Exploit Defining Mobile Web 2.0. Juniper Research. Hampshire, England.

• Chen, H.-T., & Li, X. (2017). The contribution of mobile social media to social capital and psychological well-being: Examining the role of communicative use, friending and self-disclosure. Computers in Human Behavior, 75(Supplement C), 958-965. https://doi.org/10.1016/j.chb.2017.06.011

• Cheng, V. W. S., Davenport, T., Johnson, D., Vella, K., & Hickie, I. B. (2019). Gamification in Apps and Technologies for Improving Mental Health and Well-Being: Systematic Review. JMIR mental health, 6(6), e13717.

• Dalponte Ayastuy, M., Torres, D., & Fernández, A. (2021). Adaptive gamification in Collaborative systems, a systematic mapping study. Computer Science Review, 39, 100333. https://doi.org/https://doi.org/10.1016/j.cosrev.2020.100333

• Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109-134. https://doi.org/https://doi.org/10.1016/0092-6566(85)90023-6

• Dekhane, S., Tsoi, M. Y., & Johnson, C. (2020). Mobile Application Development by Students to Support Student Learning. In Mobile Devices in Education: Breakthroughs in Research and Practice (pp. 576-598). IGI Global.

• Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments,

• Ferro, L. S. (2021). The Game Element and Mechanic (GEM) framework: A structural approach for implementing game elements and mechanics into game experiences. Entertainment Computing, 36, 100375. https://doi.org/https://doi.org/10.1016/j.entcom.2020.100375

• Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. In What do children need to flourish? (pp. 305-321). Springer.

• Friedl, M., Ebner, M., & Ebner, M. (2020). Mobile Learning Applications for Android und iOS for German Language Acquisition based on Learning Analytics Measurements. International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI), 2(1).

• Friedrich, B. J. (2010). Factors relating to faculty engagement in cooperative engineering education Michigan State University].

• Groh, F. (2012). Gamification: State of the art definition and utilization. Institute of Media Informatics Ulm University, 39.

• Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning. Computers & Education, 107, 91-99. https://doi.org/https://doi.org/10.1016/j.compedu.2017.01.006

• Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education, 92, 221-236.

• Hu, C., Zhang, C., Wang, T., & Li, Q. (2012). An adaptive recommendation system in social media. System Science (HICSS), 2012 45th Hawaii International Conference on,

• Hwang, G.-J., Li, K.-C., & Lai, C.-L. (2020). Trends and strategies for conducting effective STEM research and applications: a mobile and ubiquitous learning perspective. International Journal of Mobile Learning and Organisation, 14(2), 161-183.

• Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.

• Keskin, N. O., & Metcalf, D. (2010). Design Model of a Mobile Performance Support System for Researchers. Ubiquitous Learning: An International Journal, 2(3). https://doi.org/10.18848/1835-9795/CGP/v02i03/40465

• Kicken, W., & Stoyanov, S. Effects Of Mobile Performance Support System On Students’ learning Outcomes And Perceived Effectiveness. Mobile Learning Performance Support System For Vocational Education And Training, 159.

• Li, X., Xia, Q., Chu, S. K., & Yang, Y. (2022). Using Gamification to Facilitate Students Self-Regulation in E-Learning: A Case Study on Students’ L2 English Learning. Sustainability, 14(12).

• Litvin, S., Saunders, R., Maier, M. A., & Lüttke, S. (2020). Gamification as an approach to improve resilience and reduce attrition in mobile mental health interventions: A randomized controlled trial. PLoS ONE, 15(9), e0237220.

• Luo, S., Yang, H., & Meinel, C. (2015). Reward-based Intermittent Reinforcement in Gamification for E-learning. CSEDU (1),

• Manwaring, K. C., Larsen, R., Graham, C. R., Henrie, C. R., & Halverson, L. R. (2017). Investigating student engagement in blended learning settings using experience sampling and structural equation modeling. The Internet and Higher Education, 35, 21-33. https://doi.org/https://doi.org/10.1016/j.iheduc.2017.06.002

• Menendez-Ferreira, R., Torregrosa, J., López-Fernández, D., & Mayor, J. (2022). Design of a serious games to improve resilience skills in youngsters. Entertainment Computing, 40, 100462. https://doi.org/https://doi.org/10.1016/j.entcom.2021.100462

• Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. Calico Journal, 28(2), 345-368.

• Mitchell, R., Schuster, L., & Jin, H. S. (2020). Gamification and the impact of extrinsic motivation on needs satisfaction: Making work fun? Journal of Business Research, 106, 323-330. https://doi.org/https://doi.org/10.1016/j.jbusres.2018.11.022

• Najmi, A. H., Alhalafawy, W. S., & Zaki, M. Z. T. (2023). Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction. Sustainability, 15(4), 3185. https://doi.org/https://doi.org/10.3390/su15043185

• Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. Handbook of positive psychology, 195-206.

• Perryer, C., Celestine, N. A., Scott-Ladd, B., & Leighton, C. (2016). Enhancing workplace motivation through gamification: Transferrable lessons from pedagogy. The International Journal of Management Education, 14(3), 327-335.

• Porto, D. d. P., Jesus, G. M. d., Ferrari, F. C., & Fabbri, S. C. P. F. (2021). Initiatives and challenges of using gamification in software engineering: A Systematic Mapping. Journal of Systems and Software, 173, 110870. https://doi.org/https://doi.org/10.1016/j.jss.2020.110870

• Putz, L.-M., Hofbauer, F., & Treiblmaier, H. (2020). Can gamification help to improve education? Findings from a longitudinal study. Computers in Human Behavior, 110, 106392. https://doi.org/https://doi.org/10.1016/j.chb.2020.106392

• Richter, G., Raban, D. R., & Rafaeli, S. (2015). Studying gamification: the effect of rewards and incentives on motivation. In Gamification in education and business (pp. 21-46). Springer.

• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/https://doi.org/10.1006/ceps.1999.1020

• Ryan, R. M., & Deci, E. L. (2000B). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.

• Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69(Supplement C), 371-380. https://doi.org/https://doi.org/10.1016/j.chb.2016.12.033

• Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, 144, 103666. https://doi.org/https://doi.org/10.1016/j.compedu.2019.103666

• Sardi, L., Idri, A., & Fernández-Alemán, J. L. (2017). A systematic review of gamification in e-Health. Journal of Biomedical Informatics, 71, 31-48.

• Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74(Supplement C), 14-31. https://doi.org/https://doi.org/10.1016/j.ijhcs.2014.09.006

• Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353.

• Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of educational psychology, 100(4), 765.

• Suh, A., Wagner, C., & Liu, L. (2015). The effects of game dynamics on user engagement in gamified systems. System Sciences (HICSS), 2015 48th Hawaii International Conference.

• Vansteenkiste, M., Niemiec, C. P., & Soenens, B. (2010). The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions. In The decade ahead: Theoretical perspectives on motivation and achievement (pp. 105-165). Emerald Group Publishing Limited.

• Wijaya, S., Spruit, M. R., & Scheper, W. J. (2009). Webstrategy formulation: Benefiting from web 2.0 concepts to deliver business values. In Web 2.0 (pp. 1-30). Springer.

• Williams, P. J. (2014). Student Engagement in an American Curriculum School in Myanmar. Lehigh University.

• Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729. https://doi.org/https://doi.org/10.1016/j.compedu.2019.103729

• Zaki, M. (2019). The relationship between segmentation and question location within mobile video platforms for enhancing the ability of recall. International Journal of Interactive Mobile Technologies, 13(8). https://doi.org/https://doi.org/10.3991/ijim.v13i08.10614

• Zeidan, A. A., Alhalafawy, W. S., & Tawfiq, M. Z. (2017). The Effect of (Macro/Micro) Wiki Content Organization on Developing Metacognition Skills. Life Science Journal, 14(12).

• Zeidan, A. A., Alhalafawy, W. S., Tawfiq, M. Z., & Abdelhameed, W. R. (2015). The effectiveness of some e-blogging patterns on developing the informational awareness for the educational technology innovations and the King Abdul-Aziz University postgraduate students' attitudes towards it. Life Science Journal, 12(12).