Gamification-based learning is a recent trend that has received increasing attention in the last few years due to digital development. Gamification has emerged as a vital aspect of the educational setting, with gamified elements playing a crucial role in e-learning environments. The current study is motivated by the need to address a gap in the existing research on the utilization of gamification in education. This gap exists due to a lack of studies that monitor the developments and effects of gamification in the educational environment. It is important to conduct such studies to provide guidance for future research in the field of gamification. A bibliometric analysis and systematic literature review were conducted to understand and describe gamification and its potential for learning. The results of the bibliometric analysis revealed that the most frequently used keywords in the studies were gamification, game-based learning (GBL), motivation, and engagement. The majority of research published in this field was conducted in the United States, followed by Spain and Britain. The Journal of Computers in Human Behavior and the Journal of Computers and Education were the two journals that focused primarily on the field of GBL. The most famous authors in this field are Hamari, Juho, Patel, Mitesh S., Landers, and Richard N. The field is experiencing significant growth, with the number of studies increasing from 7 in 2012 to 917 in 2021. The systematic review has found that undergraduates are the most frequent participants in gambling activities. The game elements that are most utilized are points, leaderboards, and badges, while the learning outcomes most addressed are achievement, engagement, and motivation. The primary objective of this paper is to provide a comprehensive guide to scholars and research institutes, outlining the key areas of emphasis related to the subject of gamification. The systematic research also identified the key components of gamification that instructors and e-learning designers may rely on most frequently.

All through the past few years, digital platforms have witnessed a widespread and a significant increase in their popularity, coinciding with the increasing dependence on modern technologies and the increasing need for communication and distance education. Digital platforms have proven their efficiency in various educational fields, but few studies have addressed the role of digital platforms in improving the study of the Qur’an. The Prophet’s Mosque is one of the biggest mosques that provides the service of studying the Holy Qur’an relying on multiple methods, including digital platforms which are used in a specific context for teaching the Qur’an to students from various cultural backgrounds from different countries. Accordingly, the current study aims to study the case of digital platforms used in teaching the Holy Qur’an in the Prophet’s Mosque by relying on listening to (7) voices of students studying the Qur’an from different cultural backgrounds. To implement this study, the qualitative case study approach was adapted through interviews and qualitative observation of participating students. According to the outputs of the objective analysis, the results of the study showed that the roles of digital platforms in teaching the Holy Qur’an to students from diverse cultural backgrounds are based on four main topics: educational flexibility, educational efficiency, educational satisfaction, interaction, and participation. These results showed the possibility of expanding the generalization of the experience of the Prophet's Mosque in teaching the Holy Qur’an via digital platforms, as this experience showed that teaching in this way contributes to creating positive attitudes towards digital platforms, enhancing participation in Qur’anic circles, facilitating communication between teachers and students, providing assistance, ease of access, and flexibility of study, which contributes to the continuation of education.

Chatbots are widely seen as a key aspect of the industrial revolution, having had a huge influence on education by enhancing its dynamism. Hence, the present chapter aims to provide a thorough perspective on the beneficial impacts of using chatbots in the field of education. It presents an overview of the origin and definition of chatbots, their significance, functions, attributes, educational applications, user interaction, different categories, and the development process of chatbots. The material provided in the current chapter is anticipated to enhance the worldwide knowledge of chatbots and their utilisation in the educational setting. Moreover, a prominent aspect of the present chapter is assisting decision-makers in acquiring a more profound comprehension of chatbots and utilising them in the field of education, since chatbots are anticipated to have a substantial influence on educational achievements.

Recently, Generative AI (GenAI) has become one of the tools that can play a tangible role in bringing about fundamental transformations in the scientific publishing (SP) scene. Based on the necessary potential that GenAI offers, it has become necessary to conduct studies that explore the impact of these capabilities on the SP process. Consequently, this study aims to reveal how GenAI affects the stages of the SP process, starting from the preparation stage, through the submission and processing stage, and reaching the publication and dissemination stage, by studying the experiences of some researchers from the moment of writing the initial draft until reaching the final publication stage. This study implements a qualitative approach, depending on the phenomenological method to understand researchers’ subjective experiences with GenAI. Semi-structured interviews were conducted with eight researchers who were carefully selected according to criteria that confirm their research excellence and actual use of GenAI tools in their research. All interviews were conducted in a context that concentrated only on the ethical practices associated with the use of GenAI in SP. The results identified the potential of GenAI in three main axes of SP: (1) the preparation stage, (2) the processing and submission stage, and (3) the publication and dissemination stage. In the preparation stage, the results showed the role of GenAI in generating ideas, contributing to the development of research relationships, and helping to improve the quality of textual, digital, and graphic formulations. Regarding the submission and processing stage, the results showed the possibility of using GenAI as a GenAI editor to evaluate research before submission, select appropriate publication sources, and improve communication with editors and reviewers. Finally, in the publication and dissemination stage, the results showed the role of GenAI in increasing the dissemination of scientific knowledge by creating summaries in multiple languages and promotional content suitable for social media platforms and analyzing the impact of research after publication. The study provides recommendations for researchers, research institutions, and publishers to make the most of GenAI while keeping quality standards and scientific ethics.