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Ahmed Hosny Saleh Metwally acquired his two diplomas and MSc in educational technology from Helwan University. He is currently pursuing a Ph.D. degree in educational technology at Northeast Normal University. He works as an assistant lecturer at the Department of Educational Technology, Helwan University; and a visiting researcher with HCI Games Group, University of Waterloo. His research interests include gamification in education; technology-enhanced learning; instructional design; and human-computer interaction. He published peer-reviewed research papers in acknowledged and prestigious international conferences.
With gamification flourishing in popularity in educational research, it is essential to synthesize the expanding literature on educational gamification. The current umbrella review aims to comprehensively canvas the disparate findings and conflicting conclusions by critically examining educational gamification reviews. We included 46 reviews of state-of-the-art gamification published between 2016 and 2020. The critical analysis of these studies resulted in extracting six fundamental gamification research areas in education, namely: (1) concept and theoretical knowledge, (2) design, (3) development, (4) impact, (5) personalization, and (6) higher education. It also revealed that systematic reviews were the predominant analysis type. Our umbrella review illustrates the ongoing need in educational research for carefully structured examinations and rigorous methods that validate gamification's instructional advantages.
Ahmed Hosny Saleh Metwally; Lennart E. Nacke; Maiga Chang; Yining Wang; Ahmed Mohamed Fahmy Yousef. Revealing the hotspots of educational gamification: An umbrella review. International Journal of Educational Research 2021, 109, 101832 .
AMA StyleAhmed Hosny Saleh Metwally, Lennart E. Nacke, Maiga Chang, Yining Wang, Ahmed Mohamed Fahmy Yousef. Revealing the hotspots of educational gamification: An umbrella review. International Journal of Educational Research. 2021; 109 ():101832.
Chicago/Turabian StyleAhmed Hosny Saleh Metwally; Lennart E. Nacke; Maiga Chang; Yining Wang; Ahmed Mohamed Fahmy Yousef. 2021. "Revealing the hotspots of educational gamification: An umbrella review." International Journal of Educational Research 109, no. : 101832.
There is a growing body of literature that recognizes the importance of applying gamification in educational settings. This research developed an application to gamify students’ homework to address the concern of the students’ inability to complete their homework. This research aims to investigate students’ performance in doing their homework, and reflections and perceptions of the gameful experience in gamified homework exercises. Based on the data gathered from experimental and control groups (N = 84) via learning analytics, survey, and interview, the results show a high level of satisfaction according to students’ feedback. The most noticeable finding to extract from the analysis is that students can take on a persona, earn points, and experience a deeper sense of achievement through doing the gamified homework. Moreover, the students, on the whole, are likely to be intrinsically motivated whenever the homework is attributed to factors under their own control, when they consider that they have the expertise to be successful learners to achieve their desired objectives, and when they are interested in dealing with the homework for learning, not just achieving high grades.
Ahmed Metwally; Maiga Chang; Yining Wang; Ahmed Yousef. Does Gamifying Homework Influence Performance and Perceived Gameful Experience? Sustainability 2021, 13, 4829 .
AMA StyleAhmed Metwally, Maiga Chang, Yining Wang, Ahmed Yousef. Does Gamifying Homework Influence Performance and Perceived Gameful Experience? Sustainability. 2021; 13 (9):4829.
Chicago/Turabian StyleAhmed Metwally; Maiga Chang; Yining Wang; Ahmed Yousef. 2021. "Does Gamifying Homework Influence Performance and Perceived Gameful Experience?" Sustainability 13, no. 9: 4829.
Many students suffer from a lack of motivation and interest in doing their homework. This paper introduced a micro-design approach for implementing gamification of learning assignments, led to the extraction of the procedures for gamifying assignment with the micro-design approach, and a suggested conceptual design model called “Snowflake”. The most interesting finding was that micro-level analysis has a positive impact on a gamified assignment which begins with the identification of raw objects such as quizzes, lessons, learning objects and resources.
Ahmed Hosny Saleh Metwally; Ahmed Mohamed Fahmy Yousef; Wang Yining. Micro Design Approach for Gamifying Students’ Assignments. 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) 2020, 349 -351.
AMA StyleAhmed Hosny Saleh Metwally, Ahmed Mohamed Fahmy Yousef, Wang Yining. Micro Design Approach for Gamifying Students’ Assignments. 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT). 2020; ():349-351.
Chicago/Turabian StyleAhmed Hosny Saleh Metwally; Ahmed Mohamed Fahmy Yousef; Wang Yining. 2020. "Micro Design Approach for Gamifying Students’ Assignments." 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) , no. : 349-351.
Ahmed Hosny Saleh Metwally; Ahmed Yousef; Wang Yining. Gamifying Learning Assignments with Micro Design Approach. Proceedings of the 12th International Conference on Computer Supported Education 2020, 710 -717.
AMA StyleAhmed Hosny Saleh Metwally, Ahmed Yousef, Wang Yining. Gamifying Learning Assignments with Micro Design Approach. Proceedings of the 12th International Conference on Computer Supported Education. 2020; ():710-717.
Chicago/Turabian StyleAhmed Hosny Saleh Metwally; Ahmed Yousef; Wang Yining. 2020. "Gamifying Learning Assignments with Micro Design Approach." Proceedings of the 12th International Conference on Computer Supported Education , no. : 710-717.
Ahmed Hosny Saleh Metwally; Ahmed Yousef; Wang Yining. Learning Analytics and Perceived Experience of Gamifying Homework Assignments. Proceedings of the 12th International Conference on Computer Supported Education 2020, 673 -683.
AMA StyleAhmed Hosny Saleh Metwally, Ahmed Yousef, Wang Yining. Learning Analytics and Perceived Experience of Gamifying Homework Assignments. Proceedings of the 12th International Conference on Computer Supported Education. 2020; ():673-683.
Chicago/Turabian StyleAhmed Hosny Saleh Metwally; Ahmed Yousef; Wang Yining. 2020. "Learning Analytics and Perceived Experience of Gamifying Homework Assignments." Proceedings of the 12th International Conference on Computer Supported Education , no. : 673-683.
In recent years, Massive Open Online Courses (MOOCs) have a widespread and became one of the future trends to help people from different places to learn online and study courses in different majors. One of the most interesting subjects on MOOCs platforms is Language Learning. The lack of motivation to complete the course after enroling, and completion rates still real problems need to find an innovative solution. Gamification can increase learner motivation to continue studying through MOOCs and can reduce drop-out rates. This research aims at providing a theoretical and practical framework for connecting Gamification in Massive Open Online Chinese Courses and applying Gamification mechanics to support Chinese Language learning through focusing on different perspectives for applying: gamification and instructional design, gamification and course elements, gamifying course interface.
Ahmed Hosny Saleh Metwally; Wang Yining. Gamification in Massive Open Online Courses (MOOCs) to Support Chinese Language Learning. 2017 International Conference of Educational Innovation through Technology (EITT) 2017, 293 -298.
AMA StyleAhmed Hosny Saleh Metwally, Wang Yining. Gamification in Massive Open Online Courses (MOOCs) to Support Chinese Language Learning. 2017 International Conference of Educational Innovation through Technology (EITT). 2017; ():293-298.
Chicago/Turabian StyleAhmed Hosny Saleh Metwally; Wang Yining. 2017. "Gamification in Massive Open Online Courses (MOOCs) to Support Chinese Language Learning." 2017 International Conference of Educational Innovation through Technology (EITT) , no. : 293-298.