Gamification systems on digital platforms are among the essential systems that can motivate learners towards achieving educational gains and goals. Self-regulated learning skills (SRLS) have become one of the most important learning requirements in the COVID-19 pandemic context so that the learner can plan and manage their learning tasks. The current research examines the impact of using Digital Platform Based Gamification (DPBG) on SRLS during the pandemic. A blended research approach based on a combination of quantitative and qualitative approaches was used to better understand the impact of gamification on digital platforms for SRLS during the pandemic. The descriptive approach was used to analyze the previous literature and develop SRLS. The quasi-experimental approach was used to compare the first experimental group that used the DPBG (G1-DPBG) and the second experimental group that used the same Digital Platform without Gamification (DPWG) (G2-DPWG). The phenomenological approach was used to gain a better understanding of how gamification affects SRLS. The research sample in the quantitative study consisted of 60 students from the tenth-grade students in Jeddah who were randomly distributed to the two research groups. The participants in the qualitative research were eight students who were intentionally selected from students who use gamification. A scale of SRLS was developed that included four themes: Goal Setting and Planning, Monitoring, Rehearsing and Memorizing, and Seeking Social Assistance with a total of 28 items. A qualitative tool was developed that includes a set of open-ended questions for semi-structured interviews that were carried out after completing all quantitative data collection. The quantitative results demonstrated the superiority of gamification via digital platforms in developing SRLS. The outputs of the objective analysis of the qualitative data also provided more in-depth explanations and insights from the students’ perspective on the role of DPBG in enhancing SRLS during the COVID-19 pandemic.

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 aim of this research is to design a proposed model for Mobile Digital Content Applications Based on Gamification and measure its effectiveness in the development of psychological well-being among the graduate students of King Abdulaziz University who are challenged with issues related to the nature of postgraduate studies, which may affect their levels of psychological well-being. Research sample consisted of (62) students, particularly those who are students of the postgraduate programs at King Abdulaziz University. The study has applied the semi-experimental approach that is based on two group design. The experimental group used an application version called "My Academic Advisor", which was developed according to the proposed model, while the control group used a version that did not include any methods or tools for gamification. A measure of psychological well-being was built through the mobile digital content applications. The measure in its final version consisted of 6 themes that included (36) indicators of psychological well-being; 6 indicators for each theme. The results of the application showed the effectiveness of the proposed model of the gamification in the development of psychological well-being among the experimental group students compared to the students of 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.

The "flipped classroom" approach has gained popularity in the field of education, especially in the post- Covid-19 era. The flipped classroom approach involves a variety of instructional activities that take place both inside and outside the classroom. Therefore, it is crucial to determine the most efficient way for organizing flipped classroom activities. As metacognitive thinking skills are one of the basic skills required for learning in the context of digital technologies, the current research aimed to investigate the impact of two type of flipped classroom activities, namely self-directed activities (SDA), and sequence task activities (STA), on metacognitive thinking skills. This investigation was conducted in recognition of the fundamental role that metacognitive thinking skills play in the process of learning within the realm of digital technologies. The research used a quasi-experimental methodology to conduct a comparative analysis of the two experimental groups. The first experimental group utilized a flipped classroom approach which is characterized by self-directed activities, whereas the second experimental group utilized a flipped classroom model centered on sequential tasks. The study sample included (60) high school students who were assigned to the two research groups using a random distribution method. A metacognitive thinking scale was devised, including three distinct dimensions: planning, monitoring, and assessment. The findings of the study demonstrated that flipped classrooms, which include self-directed activities, exhibit a higher level of efficacy in fostering the development of metacognitive thinking abilities. The study suggested the need of enhancing the structure of flipped classrooms based on the self-directed activities framework.

The accessibility and retrieval of digital images via search engines on mobile devices have increasingly gained momentum among learners, attributed to the presence of various user-friendly search options. Several strategies do exist for the retrieval of digital images through search engines. The initial approach is Text Based Image Retrieval (TBIR), while the alternative is Graphical Based Image Retrieval (GBIR). Research examining the effects of different retrieval styles on learning outcomes within educational settings is notably limited. This study seeks to identify the most effective retrieval technique for improving self-regulated learning (SRL) skills in middle school students. The study employed a quasi-experimental design to evaluate the two research groups, with the first experimental group utilising TBIR and the second experimental group utilising GBIR. The sample for this study comprised 60 middle school students, who were assigned at random to the two distinct groups for analysis. A scale for the detection of self-regulated learning has been developed in the present study, comprising 30 items. The findings indicated that the experimental group utilising GBIR demonstrated a higher level of self-regulated learning compared to the TBIR group. Expanding guidance for learners in utilising GBIR for accessing digital images is essential.