The expansion of the use of electronic games has led to a surge in the rates of gaming addiction among adolescents. Electronic games addiction (EGA) presents, of course, psychological, hygienic, social, educational, and moral dangers. Therefore, it is very important to educate adolescents and enhance their awareness of the dangers of electronic games addiction (DEGA). Given the unique characteristics of augmented reality technology, the present study aims to develop a sustainable environment based on augmented reality (SEBAR) within educational institutions to educate adolescents about the DEGA. The SEBAR in the present study is based on the possibility of using the applications of augmented reality (AR) technology to generate digital objects of some images and barcodes projected on the school walls, classroom doors, school yards, and computer labs, in addition to specially developed missions to educate adolescents on the DEGA. In the present study, the embedded design as one of the mixed research methods was used to examine the effect of AR on adolescents’ awareness of the DEGA. Research treatments were applied to seventy-five high school students in two different schools in Jeddah, Saudi Arabia. The experimental processing was carried out in a school where it was possible to develop a sustainable environment while the other schools were assigned to the control group. For comparing the experimental group that used the SEBAR and the control group that used the normal environment based on a set of articles and tasks without any link to AR, the quasi-experimental approach was used. In addition, to gain a deep understanding of the effects of AR on the awareness of the DEGA, the phenomenological approach was used. Furthermore, an electronic gaming addiction scale (EGAS) and an awareness test for the DEGA were developed as study instruments. The findings showed an increase in the adolescents’ knowledge and awareness regarding the DEGA in the experimental group that used the SEBAR in comparison with the awareness of their peers in the control group.

The present study is aimed to design an adaptive mobile scaffolding System (AMSS) to provide educational scaffolding to students that is compatible with their cognitive style simplicity vs complexity (CSSC), and to measure the effectiveness of the model in enhancing students' digital well-being (DWB) in the Faculty of education, University of XXXX. Semi-experimental design of two groups was used: the first experimental group received unified mobile scaffold regardless of their cognitive styles. The second experimental group received mobile scaffold that was organized and directed to the students based on their characteristics related to their CSSC. Both experimental groups received mobile scaffold as a complementary component to the lectures delivered for the Technological Innovations in Education course in the General Diploma in Education. The study sample consisted of (71) students who met the requirements and they were randomized to two experimental groups. To examine the effectiveness of the AMSS, a DWB scale was developed. Kelly's scale of CSSC was used to identify students who fell within the scope of this style. The results were statistically analyzed using T-test to compare between the groups and to determine the significance of differences. The results showed the effectiveness of the proposed model of AMSS in developing the students’ DWB compared to the unified scaffold model.

Gamification represents a novel technological approach that significantly enhances learners' motivation and ambition to advance in their educational pursuits. Gamification represents a significant tool in the advancement of digital platforms and learning management systems. Ambition represents a significant variable within the field of positive psychology, and the enhancement of its indicators has emerged as a crucial requirement for learners in today's context. A significant lack of research exists regarding the effects of gamification. This study investigates the influence of gamification on ambition. The Quasi-Experimental Approach was employed to analyse the differences between the first experimental group utilising gamified platforms (G1-Gamified Platforms) and the second experimental group engaging with the same platform devoid of gamification (G1-Non-gamified Platforms). The sample for this study comprised (80) ninth-grade students from Madinah, who were randomly assigned to the two groups involved in the investigation. A scale for ambition was created, encompassing four dimensions: optimism, goal-setting ability, acceptance of novelty, and resistance to failure and frustration, comprising a total of 35 items. The findings indicated that gamified platforms offer a distinct advantage over their non-gamified counterparts in fostering ambition. The impact of gamification elements on enhancing ambition among students across various educational levels calls for further exploration. The exploration of digital platforms and their integration of gamification strategies reveals a significant relationship with user ambition. This study aims to analyse how these elements interact and influence user engagement and motivation within various contexts.

The utilization of gamification-based digital platforms has been demonstrated to significantly contribute to the optimization of the learning process, fostering robust motivations and a sustained inclination to engage in further learning. Ambition, as a variable, is of significant importance for learners in maintaining their engagement with the educational process during periods of emergency. Nevertheless, despite the significance of this topic, there is a notable scarcity of qualitative studies that have investigated the relationship between gamification-based platforms and ambition. Given the frequency of educational emergencies, it is imperative that scholarly research is conducted to determine how gamification-based platforms can be utilized to promote ambition. This is consistent with the widespread use of gamification as the primary tool for learning in both normal and emergency situations. This study employs a qualitative approach, utilizing a phenomenological methodology to conduct a series of in-depth semi-structured interviews with twelve faculty members who are recognized as experts in the field of gamification and digital platforms. The results identified the most important roles of gamification-based platforms in enhancing ambition, which were represented in four main roles: motivation, planning and goal setting, monitoring, and social interactions. Collectively, these roles enhance ambition. The research recommended that gamification incentives such as points, badges, and chest plates should be employed to enhance users' desire to learn during any educational emergency.

Technostress is defined as any unhealthy condition caused by dealing with modern technology in various harmful ways; examples of technostress include addiction and stress. Even though technostress has been extensively studied in the literature, little attention has been paid to investigating technostress among academics who work in exceptional circumstances, such as crises, and who might be experiencing different psychological states due to those circumstances. To fill the gap, this study aims to explore the factors influencing technostress among school teachers. The study examined technostress's level and factor graphics structure among 692 academics from different Arab countries during COVID-19. The technostress factors and their stories were explored and measured using sequential mixed methods and confirmatory and exploratory factor analysis. The study discusses various factors' direct and indirect effects on mobile technology integration in education and the theoretical and practical implications of managing technostress in online classes. A model of techno-stressors among Arab academics was found to include: schedule overload, complexity, uncertainty, uselessness, invasion, and compulsion. The direct effect of various factors on mobile technology integration in education is mainly positive, while indirect effects are more varied. The theoretical and practical implications of managing technostress in online classes include: considering the psychological and physiological impact of technostress on students' learning performance, decreasing overall satisfaction with the learning experience, and improving the overall quality of online courses. As a result of this study's findings, a new perspective is provided on how academics in particular circumstances (in this study, the occupation of Palestine) may behave and feel toward technology in teaching.

Unlike virtual classrooms that have received extensive research attention in both academic and practical contexts because of their ability to improve students’ outcomes, the use of advance organizers are still in need for more research to prove their efficacy in fulfilling expected learning outcomes in these virtual classrooms. Hence, the present study aims to identify the impact of using such organizers in virtual classrooms on the development of students’ integrated science process skills. The present study was applied to 64 students who were studying for their Master’s degree in the vocational education techniques in the ”Research Project” course. Participants were randomly divided into two equal experimental groups with 32 students in each. An assessment card of five main domains was used to evaluate students’ skills in research procedural definition, identification and control of the research variables, questions and/or hypotheses, procedures and experimentation besides research interpretation of the results. Data analysis showed that the use of advance organizers in virtual classes was of great effect on the development of participants’ integrated science process skills because skills of students in the first experimental group were better mastered than the skills of their peers in the second experimental group in accordance with the subskills in the five domains.