The Degree of Employing the Gamification Strategy in Jordanian Kindergartens from the Point of View Early Childhood Teachers

Alsabeelah, ِamal

doi:10.21608/edusohag.2025.337024.1615

The Degree of Employing the Gamification Strategy in Jordanian Kindergartens from the Point of View Early Childhood Teachers

Document Type : Original Article

Author

ِamal alsabeelah

Al-Balqa Applied University -princess Alia university collage -education science department

10.21608/edusohag.2025.337024.1615

Abstract

The current study aimed to reveal the use of the gamification strategy in Jordanian kindergartens from the point of view of early childhood teachers, as the study was created by (364) teachers in the government and private sectors in the Education Directorate affiliated to the University District in the capital, Amman, in the second semester (2023/2024) who were randomly selected. To achieve the objectives of the study, the researcher developed a study tool in the form of a questionnaire consisting of (26) paragraphs that were applied to the accuracy of the study after verifying the indications of its validity and proving it by scientific methods, as the results of the study failed that the degree of employment of the gamification strategy was average, but there were only statistically significant differences attributed to the education sector of the kindergarten (government or private), as well as there were no differences attributed to the teacher's academic qualification. The study recommended the use of six types of active learning in general and gamification due to its importance in education

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