How to cite this paper
Alkhawaldeh, M & Khasawneh, M. (2024). Designing gamified assistive apps: A novel approach to motivating and supporting students with learning disabilities.International Journal of Data and Network Science, 8(1), 53-60.
Refrences
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Al-Sartawi, A. M. M. (2020). Social media disclosure of intellectual capital and firm value. International Journal of Learning and Intellectual Capital, 17(4), 312-323. https://doi.org/10.1504/IJLIC.2020.113146
Al-Shorman, R. E. (2016). Saudi and Jordanian undergraduates' complaining strategies: A comparative intralanguage edu-cational linguistic study. Arab World English Journal (AWEJ), 7. http://dx.doi.org/10.2139/ssrn.2804007
Alghazo, J. M., Kazmi, Z., & Latif, G. (2017, November). Cyber security analysis of internet banking in emerging coun-tries: User and bank perspectives. In 2017 4th IEEE international conference on engineering technologies and applied sciences (ICETAS) (pp. 1-6). IEEE. http://dx.doi.org/10.1109/ICETAS.2017.8277910
Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337.
Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2013, September). Engaging engineering students with gamification. In 2013 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES) (pp. 1-8). IEEE. https://doi.org/10.1109/VS-GAMES.2013.6624228
Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., & Berta, R. (2013). Assessment in and of serious games: An over-view. Advances in human-computer interaction, 2013, 1-1. https://doi.org/10.1155/2013/136864
Conners-Burrow, N. A., Kramer, T. L., Sigel, B. A., Helpenstill, K., Sievers, C., & McKelvey, L. (2013). Trauma-informed care training in a child welfare system: Moving it to the front line. Children and Youth Services Review, 35(11), 1830-1835. https://doi.org/10.1016/j.childyouth.2013.08.013
Dawood, M. A., Koshio, S., & Esteban, M. Á. (2018). Beneficial roles of feed additives as immunostimulants in aquacul-ture: a review. Reviews in Aquaculture, 10(4), 950-974. https://doi.org/10.1111/raq.12209
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defin-ing" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
Dicheva, D., & Dichev, C. (2015, October). Gamification in education: Where are we in 2015?. In E-learn: World confer-ence on E-learning in corporate, government, healthcare, and higher education (pp. 1445-1454). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/152186/
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational psy-chology, 82(3), 525. https://doi.org/10.1037/0022-0663.82.3.525
Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202-223.
Hamari, J., & Koivisto, J. (2014). Measuring flow in gamification: Dispositional flow scale-2. Computers in Human Be-havior, 40, 133-143. https://doi.org/10.1016/j.chb.2014.07.048
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & education, 80, 152-161.
Harter, S. (2013). The development of self-esteem. In Self-esteem issues and answers (pp. 144-150). Psychology Press.
Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016 higher education edition (pp. 1-50). The New Media Consortium. https://www.learntechlib.org/p/171478/
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
Kiili, K., Lainema, T., de Freitas, S., & Arnab, S. (2014). Flow framework for analyzing the quality of educational games. Entertainment computing, 5(4), 367-377. https://doi.org/10.1016/j.entcom.2014.08.002
Landers, R. N., & Behrend, T. S. (2015). An inconvenient truth: Arbitrary distinctions between organizational, Mechanical Turk, and other convenience samples. Industrial and Organizational Psychology, 8(2), 142-164. https://doi.org/10.1017/iop.2015.13
Maier, B. F., & Brockmann, D. (2020). Effective containment explains subexponential growth in recent confirmed COVID-19 cases in China. Science, 368(6492), 742-746. https://doi.org/10.1126/science.abb4557
Mhaidat, I., Taha, Z. A., Al Momani, W., & Hijazi, A. K. (2019). Photoconductivity, antioxidant, and antimicrobial activi-ties of some acenaphthenequinone derivatives. Russian Journal of General Chemistry, 89, 2584-2590. https://doi.org/10.1134/S1070363219120399
Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A litera-ture review. Computers & Education, 53(3), 603-622.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into prac-tice, 41(4), 219-225.
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of human-computer studies, 74, 14-31.
Siegel, R. L., Miller, K. D., Fedewa, S. A., Ahnen, D. J., Meester, R. G., Barzi, A., & Jemal, A. (2017). Colorectal cancer statistics, 2017. CA: a cancer journal for clinicians, 67(3), 177-193. https://doi.org/10.3322/caac.21395
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275.
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psy-chology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015
Al-Sartawi, A. M. M. (2020). Social media disclosure of intellectual capital and firm value. International Journal of Learning and Intellectual Capital, 17(4), 312-323. https://doi.org/10.1504/IJLIC.2020.113146
Al-Shorman, R. E. (2016). Saudi and Jordanian undergraduates' complaining strategies: A comparative intralanguage edu-cational linguistic study. Arab World English Journal (AWEJ), 7. http://dx.doi.org/10.2139/ssrn.2804007
Alghazo, J. M., Kazmi, Z., & Latif, G. (2017, November). Cyber security analysis of internet banking in emerging coun-tries: User and bank perspectives. In 2017 4th IEEE international conference on engineering technologies and applied sciences (ICETAS) (pp. 1-6). IEEE. http://dx.doi.org/10.1109/ICETAS.2017.8277910
Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337.
Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2013, September). Engaging engineering students with gamification. In 2013 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES) (pp. 1-8). IEEE. https://doi.org/10.1109/VS-GAMES.2013.6624228
Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., & Berta, R. (2013). Assessment in and of serious games: An over-view. Advances in human-computer interaction, 2013, 1-1. https://doi.org/10.1155/2013/136864
Conners-Burrow, N. A., Kramer, T. L., Sigel, B. A., Helpenstill, K., Sievers, C., & McKelvey, L. (2013). Trauma-informed care training in a child welfare system: Moving it to the front line. Children and Youth Services Review, 35(11), 1830-1835. https://doi.org/10.1016/j.childyouth.2013.08.013
Dawood, M. A., Koshio, S., & Esteban, M. Á. (2018). Beneficial roles of feed additives as immunostimulants in aquacul-ture: a review. Reviews in Aquaculture, 10(4), 950-974. https://doi.org/10.1111/raq.12209
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defin-ing" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
Dicheva, D., & Dichev, C. (2015, October). Gamification in education: Where are we in 2015?. In E-learn: World confer-ence on E-learning in corporate, government, healthcare, and higher education (pp. 1445-1454). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/152186/
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational psy-chology, 82(3), 525. https://doi.org/10.1037/0022-0663.82.3.525
Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202-223.
Hamari, J., & Koivisto, J. (2014). Measuring flow in gamification: Dispositional flow scale-2. Computers in Human Be-havior, 40, 133-143. https://doi.org/10.1016/j.chb.2014.07.048
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & education, 80, 152-161.
Harter, S. (2013). The development of self-esteem. In Self-esteem issues and answers (pp. 144-150). Psychology Press.
Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016 higher education edition (pp. 1-50). The New Media Consortium. https://www.learntechlib.org/p/171478/
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
Kiili, K., Lainema, T., de Freitas, S., & Arnab, S. (2014). Flow framework for analyzing the quality of educational games. Entertainment computing, 5(4), 367-377. https://doi.org/10.1016/j.entcom.2014.08.002
Landers, R. N., & Behrend, T. S. (2015). An inconvenient truth: Arbitrary distinctions between organizational, Mechanical Turk, and other convenience samples. Industrial and Organizational Psychology, 8(2), 142-164. https://doi.org/10.1017/iop.2015.13
Maier, B. F., & Brockmann, D. (2020). Effective containment explains subexponential growth in recent confirmed COVID-19 cases in China. Science, 368(6492), 742-746. https://doi.org/10.1126/science.abb4557
Mhaidat, I., Taha, Z. A., Al Momani, W., & Hijazi, A. K. (2019). Photoconductivity, antioxidant, and antimicrobial activi-ties of some acenaphthenequinone derivatives. Russian Journal of General Chemistry, 89, 2584-2590. https://doi.org/10.1134/S1070363219120399
Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A litera-ture review. Computers & Education, 53(3), 603-622.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into prac-tice, 41(4), 219-225.
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of human-computer studies, 74, 14-31.
Siegel, R. L., Miller, K. D., Fedewa, S. A., Ahnen, D. J., Meester, R. G., Barzi, A., & Jemal, A. (2017). Colorectal cancer statistics, 2017. CA: a cancer journal for clinicians, 67(3), 177-193. https://doi.org/10.3322/caac.21395
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275.
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psy-chology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015