This research attempts to better understand how students in Saudi Arabia benefit from narrative and story aspects in gamified learning environments. Data from a sample of 500 persons with varying levels of education are analyzed using quantitative methods such as descriptive statistics, correlation analysis, and multiple regression analysis. The findings point to strong positive correlations between the use of gamification in education, the influence of storytelling, narrative variables, and the acquisition of new skills. There has been a significant shift toward the use of narrative variables as measures of mastery in gamified classrooms. This study's results show that using gamified learning with story elements may increase students' interest, motivation, and knowledge retention. Efforts are now being made by Saudi Arabia to update its educational system and provide its youth with the tools they'll need to succeed in the country's emerging knowledge-based economy. The use of game-based learning and narrative-rich experiences has promising results in this setting.

As a potential treatment intervention for youngsters with Social Anxiety Disorder (SAD) in UAE, this study aims to investigate the use of virtual reality socialization groups on the widely used social media platform Facebook. The purpose of this research is to examine how social anxiety, sadness, and anxiety symptoms change after receiving treatment. The quantitative approach used in the study yields very small impact sizes. No discernible differences emerged, however, between the test and control groups at the statistical level. It investigates how cultural factors, including the unique social norms and expectations in UAE, play a crucial role in determining the success of interventions. Specifically adapted virtual reality therapies for various cultural settings are emphasized. In addition, it highlights the importance of understanding the therapeutic implications of small effect sizes. Prospective research directions are explored in this article; special attention is paid to the development of ever-better technologically-driven treatments across a variety of cultural settings.

Using the educational setting of Jordan, this research aims to investigate the complex relationship between teacher-student rapport and student involvement in gamified learning experiences. As it relates to the effective use of gamified learning methodologies, this research digs into the far-reaching ramifications of cultivating strong interpersonal interactions between instructors and students. This research uses a strict quantitative technique to investigate the complex relationships between 400 children and 40 teachers. This study's results shed light on an interesting and statistically significant phenomenon: a significant positive connection (r = 0.742, p 0.001) between teacher-student rapport and the amount of engagement seen in gamified learning sessions. The finding, in line with Jordan's educational reforms, highlights the critical role of positive rapport in generating dynamic and significant participation within modern instructional techniques. The practical repercussions highlight the need for teachers to work to improve their interpersonal skills. It becomes clear that this is a crucial factor in enabling effective teaching and learning, especially within the context of contemporary pedagogical approaches. The current research helps us better understand the complex dynamics at play in teacher-student relationships, illuminating their far-reaching consequences for the pursuit of educational excellence in the Jordann setting.

The present research endeavor delves into the profound effects of gamified assistive applications on the levels of user engagement, motivation, and academic attainment within the population of students grappling with learning disabilities in the esteemed nation of Jordan. The study involved individuals who actively interacted with a gamified assistive application that was specifically developed to offer tailored educational opportunities and enhance their scholarly advancement. The analysis of descriptive statistics unveiled a noteworthy degree of app engagement, signifying the app's proficiency in captivating and maintaining students' focus. The utilization of paired-samples t-tests revealed noteworthy enhancements in both intrinsic and extrinsic motivation subsequent to the utilization of the application, thereby underscoring the favorable impact of gamified components on student motivation. Furthermore, a notable enhancement in scholastic attainment was noted, underscoring the application's influence on augmenting students' educational results. The findings of the correlational analysis unveiled a noteworthy association between the utilization of mobile applications, the presence of intrinsic motivation, and the attainment of academic success. This implies that heightened levels of engagement and motivation are linked to enhanced academic performance. The results of this study highlight the considerable promise of gamified assistive applications in fostering motivation and providing support to students who face challenges associated with learning disabilities. The incorporation of gamification into educational technologies presents educators with a promising strategy to cultivate active participation and elevate scholarly accomplishments within this demographic, ultimately advancing inclusivity and fostering educational triumph.

This study looks at how gamifying the classroom might help students retain and apply what they have learned in the Jordan educational system. During the year-long research, 500 participants from a wide range of educational attainment levels served as participants. Immediately after participation in gamified courses, participants retain a significant proportion of their newly acquired skills over a long period of time, demonstrating a notable improvement in retention. Important factors that affect how well one remembers newly acquired abilities include intrinsic motivation and interest. What's more, studies have shown that there's a strong link between keeping knowledge and being able to use it elsewhere, which highlights the need of maintaining competence for maximum efficiency in applying knowledge in the real world. Important implications for the Jordan educational system may be drawn from the findings since they are consistent with the goals of Vision 2030. The goal of this nationwide effort is to train workers who can sustainably advance the nation's economy and culture.

The goal of this study is to investigate the efficacy of gamified training programs and the influence of contextual variables on skill learning in the specific context of Saudi Arabia. Current research examines the impact of cultural and socioeconomic variables on the efficacy of gamification as a motivating tool. Moreover, it explores the use of real-world situations in skill-development initiatives, paying special attention to how such programs mesh with the aims of Saudi Vision 2030. The goal of this lofty strategy is to develop a knowledgeable and talented labor force and stimulate economic growth. Incorporating quantitative analysis helps to reveal a statistically significant and positive association between involvement and the enhancement of abilities, lending credence to the efficacy of gamified techniques. Extensive studies have also shown that a wide range of external influences have a major impact on the educational setting. Culture, social status, technical progress, and level of education are just a few examples of the many characteristics that fall under this category. They all contribute significantly to the educational setting. To effectively bridge the gap between academic ideas and their practical manifestations, it is crucial to include real-world experiences. Policymakers, educators, and organizations working to improve skill development within Saudi Arabia's specific context may gain much-needed insights from the aforementioned results.

The major goal of this research is to examine how vlogging on YouTube affects the communication skills of Jordan teenagers with language and speech disorders. Fifty people, ranging in age from 13 to 18, participated in an eight-week vlogging intervention program designed to improve their communication skills. The results of the pre- and post-tests showed a statistically significant improvement in communicative competence, with the mean difference between the two measures being 10.5. Vlogging has a significant effect as an intervention because of its remarkable ability to actively engage participants in the creation of relevant content, the facilitation of authentic real-life communication experiences, the encouragement of creative and self-expressive expression, and the provision of individualized therapeutic approaches. Adolescents with speech and language disabilities have unique obstacles in communicating, and this study gives insight on the possible use of novel tools, such as vlogging, to address these issues.

With the hope of improving students' social interactions who have been diagnosed with Autism Spectrum Disorder (ASD) in Saudi Arabia, the current study set out to examine the effectiveness of peer-mediated therapies delivered through the ubiquitous social media platform Snapchat. Thirty kids with ASD and 15 generally developing peers participated in the study. Alterations in social communication difficulties and observable social interactions were evaluated before and after the intervention to determine its efficacy. The results of the research revealed significant improvements in both self-reported difficulties with social communication and the quality of participants' interpersonal relationships. These findings demonstrate the groundbreaking methodology's deep applicability and widespread cross-cultural significance. Individuals with ASD have shown to benefit greatly from individualized, technology-based therapy to improve their social interactions, as shown by this study.