The interaction between the Gamification style (Leader board / points),and the support style (flexible / fixed) and their impact on developing infographic design skills for students of Prince Sattam bin Abdulaziz University

This research aims to develop the educational infographic skills of female students of the Faculty of Education in Dalem at the University of Prince Sattam bin Abdulaziz by measuring the impact of the interaction between the support provided (flexible/fixed) and gamification (leaderboard/point lists), and the researcher used the experimental semi-curriculum, where she prepared the first two experimental treatments studying gamification based on (leaderboards), and the second examined gamification based on (points) and divided each group internally into two groups according to the support provided (fixed/flexible) and applied the experiment to the research sample consisting of 20 female students at the fourth and fifth levels in the first semester of the 2021/2022 academic year. The research sample was divided into four experimental groups. The research tools were: The results revealed: First, the students of the pilot group studied by gamification (leaderboard) For the group that has been studied (in points) in the collection test, and exceed the group that has been studied with support (Fixed) For the group studied with (flexible) support on the students' scores in the achievement test, as the results revealed that there is no interaction between gamification (leaderboard/points) and support (fixed/flexible) in students' scores on the second achievement test: The results showed that the pilot group students offered gamification (lead lists), on the pilot group students (points) in the product valuation card, the pilot group studied with support (flexible), on the pilot group studied with support (fixed), and there was an interaction between the groups studied (leaderboard/points) and the support (fixed/flexible) in the students' scores on the product valuation card