معايير تصميم بيئات التعلم المقلوب المدعومة بالتحفيز الرقمي في تعليم اللغة الإنجليزية كلغة أجنبية لطلاب المرحلة الثانوية
الكلمات المفتاحية:
التعلم المقلوب؛ التحفيز الرقمي؛ اللغة الإنجليزية كلغة أجنبية؛ معايير بيئات التعلم التحفيزية؛ طلاب المرحلة الثانوية
الملخص
استهدف البحث تحديد معايير تصميم بيئات التعلم المقلوب المدعومة بالتحفيز الرقمي في تعليم اللغة الإنجليزية كلغة أجنبية لطلاب المرحلة الثانوية، اعتمد البحث المنهج الوصفي التحليلي في بناء قائمة المعايير، حيث تم تحليل الدراسات والأدبيات المرتبطة بالتعلم المقلوب في تعليم اللغة الإنجليزية كلغة أجنبية، والتحفيز الرقمي في البيئات الإلكترونية، ومعايير تصميم بيئات التعلم التحفيزية؛ واشتقاق قائمة أولية بالمجالات الأساسية والمعايير والمؤشرات، وبعد مراجعة وتحكيم قائمة المعايير والتأكد من صدقها وثباتها تضمنت القائمة في صيغتها النهائية خمس مجالات رئيسة هي: المجال التربوي، والمجال الفني والتقني، والتحفيز الرقمي، وأساليب التحفيز، والإدارة والتنفيذ. شملت (31) معيارًا، و(186) مؤشرًا فرعيًا تقدم إطارًا معياريًا شاملاً للباحثين والمصممين التعليميين والمعلمين في تصميم بيئات تعلم مقلوب مدعومة بالتحفيز الرقمي في سياقات تعليم اللغة الإنجليزية كلغة أجنبية لطلاب المرحلة الثانوية.
المراجع
1. ابراهيم & أمنيــه لطيف. (2024). أثر استخدام بعض استراتيجيات الألعاب التحفيزية (التلعيب) على تعلم المفردات والاندماج الفصلي لدى الطلاب المتخصصون في اللغة الانجليزية. مجلة البحث في التربية وعلم النفس‘ 39(9)، 381-424.
2. سامي محمد الأحمدي, & إحسان محمد كنسارة. (2023). أثر اختلاف نمطي الأنشطة الإلكترونية القائمة على التلعيب وأثرهما في تنمية مفردات اللغة الإنجليزية لدى طلاب المرحلة الابتدائية. Journal of Arts, Literature, Humanities and Social Sciences, ، (91)، 138 -157.
3. شروق عثمان جاري العمري, & أ. د. مروة زكي توفيق زكي. (2024). فاعلية منصة قائمة على التلعيب في تنمية مهارات القراء والكتابة بمقرر اللغة الإنجليزية لطالبات المرحلة الثانوية. Journal of Educational and Human Sciences, (41), 259-280.
4. Alamer, A., Robat, E. S., Shirvan, M. E., & Ryan, R. (2025). Self-determination theory and language learning: A multilevel meta-analysis. Educational Psychology Review, 37(2), 59.
5. Almayez, M. A., Al-Khresheh, M. H., Al-Qadri, A. H., Alkhateeb, I. A., & Alomaim, T. I. M. (2025). Motivation and English self-efficacy in online learning applications among Saudi EFL learners: Exploring the mediating role of self-regulated learning strategies. Acta Psychological, 254, 104796.
6. Alotaibi, H. H., & Zeidan, A. A. (2023a). Mobile Learning Implementation In EFL/ESL: Qualitative Systematic Review. Journal of Positive School Psychology, 7(3), 896-920.
7. Alotaibi, H. H., & Zeidan, A. A. (2023b). Impact of mobile learning implementation in EFL/ESL: systematic review. Journal of Positive School Psychology, 7(3), 471-493.
8. Alshiha, M. B., & Al-Abdullatif, A. M. (2024). Gamification in Flipped Classrooms for Sustainable Digital Education: The Influence of Competitive and Cooperative Gamification on Learning Outcomes. Sustainability, 16(23), 10734. https://doi.org/10.3390/su162310734
9. Bergmann, J., & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94(2), 25. https://doi.org/10.1177/003172171209400206
10. Bishop, J., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. Paper presented at the 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://doi.org/10.18260/1-2--22585
11. Chan, S., & Lo, N. (2024). Enhancing EFL/ESL instruction through gamification: A comprehensive review of empirical evidence. Frontiers in Education, 9, 1395155 https://doi.org/10.3389/feduc.2024.1395155
12. Cheng, J., Lu, C., & Xiao, Q. (2025). Effects of gamification on EFL learning: A quasi-experimental study of reading proficiency and language enjoyment among Chinese undergraduates. Frontiers in Psychology, 16, 1448916. https://doi.org/10.3389/fpsyg.2025.1448916
13. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference, 9–15.
14. Fang, X., Ng, D. T. K., Leung, J. K. L., & Xu, H. (2024). The applications of the ARCS model in instructional design, theoretical framework, and measurement tool: A systematic review of empirical studies. Interactive Learning Environments, 32(10), 5919–5946. https://doi.org/10.1080/10494820.2023.2240867
15. Fernández-Velásquez, J. D. R., López-Regalado, O., & Fernández-Hurtado, G. A. (2025). Educational dualism in action: Systematic review of gamification and flipped classrooms’ effects on young learners. Contemporary Educational Technology, 17(1), ep557. doi: 10.30935/cedtech/15749
16. Hava, K. (2024). A systematic review of flipped learning in EFL education. Malaysian Online Journal of Educational Technology, 12(4), 175–188.
17. Hong, Y., Saab, N., & Admiraal, W. (2025). EFL university students’ game element preferences and learning needs: Implications for the instructional design of digital gamified classes. System, 131, 103670. https://doi.org/10.1016/j.system.2025.103670
18. Hu, C., Zhang, Z., Cai, Y., Chen, P., He, X., Duan, Y., Wu, X., & Hu, D. (2025). The evolution and hotspots of expectancy-value theory research. Journal of Scientometric Research, 14(2), 573–586. DOI: 10.5530/jscires.20251601
19. Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer.
20. Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K–12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12, Article 4. https://doi.org/10.1186/s41039-016-0044-2
21. Masruddin, Hartina, S., Arifin, M. A., & Langaji, A. (2024). Flipped learning: facilitating student engagement through repeated instruction and direct feedback. Cogent Education, 11(1), 2412500.
22. Pratiwi, D. I., Fitriati, S. W., Yuliasri, I., & Waluyo, B. (2024). Flipped classroom with gamified technology and paper-based method for teaching vocabulary. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 1. https://doi.org/10.1186/s40862-023-00222-4
23. Qi, P., Jumaat, N. F. B., Abuhassna, H., & Ting, L. (2024). A systematic review of flipped classroom approaches in language learning. Contemporary Educational Technology, 16(4), Article ep529. https://doi.org/10.30935/cedtech/15146
24. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective. Contemporary Educational Psychology, 61, 101860.
25. Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
26. Sheerah, H. A. A., & Yadav, M. S. (2022). An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: A Case Study at Applied College. Arab World English Journal (AWEJ), Special Issue on CALL, 8, 274–298. https://doi.org/10.24093/awej/call8.19
27. Shen, Y., Spencer, D., Tagsold, J., & Kim, H. (2025). Integrating cognition, self-regulation, motivation, and metacognition: A framework of post-pandemic flipped classroom design. Educational Technology Research and Development, 73, 2425–2461. https://doi.org/10.1007/s11423-025-10485-y
28. Sujarwati, I., Sofyan, D., Efendi, M., & Annury, M. N. (2025). Exploring vocabulary retention and student engagement: A dive into gamified vs. traditional flipped classroom. JEELS (Journal of English Education and Linguistics Studies), 12(1), 427–452.
29. Temel, T., & Cesur, K. (2024). The Effect of Gamification with Web 2.0 Tools on EFL Learners’ Motivation and Academic Achievement in Online Learning Environments. SAGE Open, 14(2), 21582440241247928. https://doi.org/10.1177/21582440241247928
30. Xu, J., & Zhao, N. (2024). Flow theory and its implications for second language teacher education. Journal of Beijing International Studies University, 46(5), 60–73. DOI: 10.12002/j.bisu.542
31. Yu, Q., & Yu, K. (2023). The effects of gamified flipped classrooms on student learning: Evidence from a meta-analysis. Interactive Learning Environments, 32(9), 5126–5141.
32. Zeidan, A. A. A., & Abdul-Majeed, W. R. (2019). The effect of the level of navigation in interactive infographics on the motivation for achievement and the attitude towards digital visual representations. British Journal of Education, 7(12), 63-83.
33. Zeidan, A. A., Alhalafawy, W. S., & Tawfiq, M. Z. (2017). The effect of (macro/micro) wiki content organization on developing metacognition skills. Life Science Journal, 14(12), 114-120.
34. Zeidan, A. A., Alhalafawy, W. S., Tawfiq, M. Z., & Abdelhameed, W. R. (2015). The effectiveness of some e-blogging patterns on developing the informational awareness for the educational technology innovations and the King Abdul-Aziz University postgraduate students' attitudes towards it. Life Science Journal, 12(12), 53-61.
35. Zeidan, A. A., Shibl, E. S., & AL-Subahy, A. A. (2014). The effect of interaction between shooting angles and shots sizes in microteaching situations based on digital video sequences in the development of teaching competences among the students of general pedagogic diploma at King Abdulaziz university. Life Science Journal, 11(3).
36. Zhou, Q., & Zhang, H. (2025). Flipped classroom teaching and ARCS motivation model: Impact on college students’ deep learning. Education Sciences, 15(4), Article 517. https://doi.org/10.3390/educsci15040517
2. سامي محمد الأحمدي, & إحسان محمد كنسارة. (2023). أثر اختلاف نمطي الأنشطة الإلكترونية القائمة على التلعيب وأثرهما في تنمية مفردات اللغة الإنجليزية لدى طلاب المرحلة الابتدائية. Journal of Arts, Literature, Humanities and Social Sciences, ، (91)، 138 -157.
3. شروق عثمان جاري العمري, & أ. د. مروة زكي توفيق زكي. (2024). فاعلية منصة قائمة على التلعيب في تنمية مهارات القراء والكتابة بمقرر اللغة الإنجليزية لطالبات المرحلة الثانوية. Journal of Educational and Human Sciences, (41), 259-280.
4. Alamer, A., Robat, E. S., Shirvan, M. E., & Ryan, R. (2025). Self-determination theory and language learning: A multilevel meta-analysis. Educational Psychology Review, 37(2), 59.
5. Almayez, M. A., Al-Khresheh, M. H., Al-Qadri, A. H., Alkhateeb, I. A., & Alomaim, T. I. M. (2025). Motivation and English self-efficacy in online learning applications among Saudi EFL learners: Exploring the mediating role of self-regulated learning strategies. Acta Psychological, 254, 104796.
6. Alotaibi, H. H., & Zeidan, A. A. (2023a). Mobile Learning Implementation In EFL/ESL: Qualitative Systematic Review. Journal of Positive School Psychology, 7(3), 896-920.
7. Alotaibi, H. H., & Zeidan, A. A. (2023b). Impact of mobile learning implementation in EFL/ESL: systematic review. Journal of Positive School Psychology, 7(3), 471-493.
8. Alshiha, M. B., & Al-Abdullatif, A. M. (2024). Gamification in Flipped Classrooms for Sustainable Digital Education: The Influence of Competitive and Cooperative Gamification on Learning Outcomes. Sustainability, 16(23), 10734. https://doi.org/10.3390/su162310734
9. Bergmann, J., & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94(2), 25. https://doi.org/10.1177/003172171209400206
10. Bishop, J., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. Paper presented at the 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://doi.org/10.18260/1-2--22585
11. Chan, S., & Lo, N. (2024). Enhancing EFL/ESL instruction through gamification: A comprehensive review of empirical evidence. Frontiers in Education, 9, 1395155 https://doi.org/10.3389/feduc.2024.1395155
12. Cheng, J., Lu, C., & Xiao, Q. (2025). Effects of gamification on EFL learning: A quasi-experimental study of reading proficiency and language enjoyment among Chinese undergraduates. Frontiers in Psychology, 16, 1448916. https://doi.org/10.3389/fpsyg.2025.1448916
13. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference, 9–15.
14. Fang, X., Ng, D. T. K., Leung, J. K. L., & Xu, H. (2024). The applications of the ARCS model in instructional design, theoretical framework, and measurement tool: A systematic review of empirical studies. Interactive Learning Environments, 32(10), 5919–5946. https://doi.org/10.1080/10494820.2023.2240867
15. Fernández-Velásquez, J. D. R., López-Regalado, O., & Fernández-Hurtado, G. A. (2025). Educational dualism in action: Systematic review of gamification and flipped classrooms’ effects on young learners. Contemporary Educational Technology, 17(1), ep557. doi: 10.30935/cedtech/15749
16. Hava, K. (2024). A systematic review of flipped learning in EFL education. Malaysian Online Journal of Educational Technology, 12(4), 175–188.
17. Hong, Y., Saab, N., & Admiraal, W. (2025). EFL university students’ game element preferences and learning needs: Implications for the instructional design of digital gamified classes. System, 131, 103670. https://doi.org/10.1016/j.system.2025.103670
18. Hu, C., Zhang, Z., Cai, Y., Chen, P., He, X., Duan, Y., Wu, X., & Hu, D. (2025). The evolution and hotspots of expectancy-value theory research. Journal of Scientometric Research, 14(2), 573–586. DOI: 10.5530/jscires.20251601
19. Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer.
20. Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K–12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12, Article 4. https://doi.org/10.1186/s41039-016-0044-2
21. Masruddin, Hartina, S., Arifin, M. A., & Langaji, A. (2024). Flipped learning: facilitating student engagement through repeated instruction and direct feedback. Cogent Education, 11(1), 2412500.
22. Pratiwi, D. I., Fitriati, S. W., Yuliasri, I., & Waluyo, B. (2024). Flipped classroom with gamified technology and paper-based method for teaching vocabulary. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 1. https://doi.org/10.1186/s40862-023-00222-4
23. Qi, P., Jumaat, N. F. B., Abuhassna, H., & Ting, L. (2024). A systematic review of flipped classroom approaches in language learning. Contemporary Educational Technology, 16(4), Article ep529. https://doi.org/10.30935/cedtech/15146
24. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective. Contemporary Educational Psychology, 61, 101860.
25. Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
26. Sheerah, H. A. A., & Yadav, M. S. (2022). An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: A Case Study at Applied College. Arab World English Journal (AWEJ), Special Issue on CALL, 8, 274–298. https://doi.org/10.24093/awej/call8.19
27. Shen, Y., Spencer, D., Tagsold, J., & Kim, H. (2025). Integrating cognition, self-regulation, motivation, and metacognition: A framework of post-pandemic flipped classroom design. Educational Technology Research and Development, 73, 2425–2461. https://doi.org/10.1007/s11423-025-10485-y
28. Sujarwati, I., Sofyan, D., Efendi, M., & Annury, M. N. (2025). Exploring vocabulary retention and student engagement: A dive into gamified vs. traditional flipped classroom. JEELS (Journal of English Education and Linguistics Studies), 12(1), 427–452.
29. Temel, T., & Cesur, K. (2024). The Effect of Gamification with Web 2.0 Tools on EFL Learners’ Motivation and Academic Achievement in Online Learning Environments. SAGE Open, 14(2), 21582440241247928. https://doi.org/10.1177/21582440241247928
30. Xu, J., & Zhao, N. (2024). Flow theory and its implications for second language teacher education. Journal of Beijing International Studies University, 46(5), 60–73. DOI: 10.12002/j.bisu.542
31. Yu, Q., & Yu, K. (2023). The effects of gamified flipped classrooms on student learning: Evidence from a meta-analysis. Interactive Learning Environments, 32(9), 5126–5141.
32. Zeidan, A. A. A., & Abdul-Majeed, W. R. (2019). The effect of the level of navigation in interactive infographics on the motivation for achievement and the attitude towards digital visual representations. British Journal of Education, 7(12), 63-83.
33. Zeidan, A. A., Alhalafawy, W. S., & Tawfiq, M. Z. (2017). The effect of (macro/micro) wiki content organization on developing metacognition skills. Life Science Journal, 14(12), 114-120.
34. Zeidan, A. A., Alhalafawy, W. S., Tawfiq, M. Z., & Abdelhameed, W. R. (2015). The effectiveness of some e-blogging patterns on developing the informational awareness for the educational technology innovations and the King Abdul-Aziz University postgraduate students' attitudes towards it. Life Science Journal, 12(12), 53-61.
35. Zeidan, A. A., Shibl, E. S., & AL-Subahy, A. A. (2014). The effect of interaction between shooting angles and shots sizes in microteaching situations based on digital video sequences in the development of teaching competences among the students of general pedagogic diploma at King Abdulaziz university. Life Science Journal, 11(3).
36. Zhou, Q., & Zhang, H. (2025). Flipped classroom teaching and ARCS motivation model: Impact on college students’ deep learning. Education Sciences, 15(4), Article 517. https://doi.org/10.3390/educsci15040517
منشور
2026-05-16
كيفية الاقتباس
عبدالله عبدالعزيز عبدالله الغامدي, أ.د. أشرف بن أحمد زيدان, & د. محمد عبدالمقصود عبدالله حامد. (2026). معايير تصميم بيئات التعلم المقلوب المدعومة بالتحفيز الرقمي في تعليم اللغة الإنجليزية كلغة أجنبية لطلاب المرحلة الثانوية. Journal of Educational and Human Sciences, (51), 202-221. https://doi.org/10.33193/JEAHS.51.2026.763
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2026 عبدالله عبدالعزيز عبدالله الغامدي , أ.د. أشرف بن أحمد زيدان , د. محمد عبدالمقصود عبدالله حامد
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