| LEADER |
03021nam a22002297a 4500 |
| 001 |
2235189 |
| 041 |
|
|
|a eng
|
| 044 |
|
|
|b مصر
|
| 100 |
|
|
|9 791630
|a Kamel, Mahmoud Taker Mahmoud
|e Author
|
| 245 |
|
|
|a The Relationship between the Factors Affecting Using Gamification and Gamification Implementation in Higher Education:
|b The Case of the Egyptian Non-Governmental Higher Education Universities
|
| 260 |
|
|
|b جامعة السويس - كلية التجارة
|c 2023
|g سبتمبر
|
| 300 |
|
|
|a 143 - 170
|
| 336 |
|
|
|a بحوث ومقالات
|b Article
|
| 520 |
|
|
|b Gamification has been an emerging terminology in the last few decades. With the emergence of innovative technologies, creative learning, and action-oriented mindset; new learning techniques have been born to cope with the fast-paced world which is hovering around the 21st century generations. The gamification concept in Egypt has seen a noticeable development and awareness in the higher-education field; specifically inside institutions that prefer development and have good financial resources and strong management. The current paper is tackling some of the major factors and variables that might positively or negatively impact the implementation of gamification and video games inside the classrooms of non-governmental higher-education institutions. After the improvements of the technological infrastructure like internet connection and the government support to open more higher-education private universities at the New Capital; the road is smooth as ever for the universities’ decision-makers to initiate ambitious projects. The independent variables suggested in the paper are age, involvement and understanding, finances, legalities and regulations, and classroom time; while the independent variable was “gamification implementation in higher-education institutions in Egypt”. The main data collection method used are in-depth interviews;. The interviews were analysed using narrative analysis to deeply dive into the content narrated by the interviewees and uncover the hidden meanings and the distinctive stories and plot elements presented. At the end, a conclusion and an action plan are included to give the universities a glimpse in the actual implementation of gamification.
|
| 653 |
|
|
|a التعليم الإلكتروني
|a مؤسسات التعليم العالي
|a اللعيبة والتعليم
|a ألعاب الفيديو
|
| 692 |
|
|
|b Gamification
|b Video Games
|b Higher Education
|b Gamification Implementation
|b Universities Innovation
|b Elearning
|b Gamification and Education
|
| 700 |
|
|
|9 791554
|a Attia, Samaa Taher
|e Co-Author
|
| 773 |
|
|
|4 إدارة الأعمال
|6 Business
|c 004
|e Journal of Managerial, Financial & Quantitative Research
|f Mağallaẗ Al-Buḥūṯ Al-Idāriyyaẗ wa Al-Māliyyaẗ wa Al-Kamiyyaẗ
|l 003
|m مج3, ع3
|o 2557
|s مجلة البحوث الإدارية والمالية والكمية
|v 003
|x 2735-3060
|
| 856 |
|
|
|u 2557-003-003-004.pdf
|
| 930 |
|
|
|d y
|p y
|q n
|
| 995 |
|
|
|a EcoLink
|
| 999 |
|
|
|c 1491595
|d 1491595
|
