doi: 10.18178/ijiet.2025.15.6.2325
Exploring University Students’ Perceptions and Their Attitudes towards Gamified Learning
Malek Jdaitawi1,*
,
Ashraf Kan’an2 ,
Nahed El-Sayed3 ,
Reda Al-Mawadieh1 ,
Feras Talafha4 ,
Ahmed Elkilany4 ,
Marwa Torki4 ,
Noha Hamoudah4 ,
Reema Aloqlah4 ,
Mona Soliman4 ,
Manal Ali5 ,
Rasha Abd Alfattah4 ,
Reem Altaisan6 ,
Hager Abdel Hadi4
- 1Faculty of Education Sciences, Zarqa University, Zarqa, Jordan
- 2Faculty of Education Sciences, Irbid National University, Irbid, Jordan
- 3Faculty of Humanities, Al-Azhar University, Cairo, Egypt
- 4Department of Self-Development, Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia
- 5Directorate of Library Affairs, Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia
- 6Department of Physical Therapy, Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia
- Manuscript receivedAugust 4, 2024
- revisedSeptember 2, 2024
- acceptedFebruary 2, 2025
- publishedJune 13, 2025
Abstract
As a newly adopted innovative technology approach in the field of education, gamified learning appears to have the potential to enhance students’ experiences and learning outcomes. However, little is known abo ut gamification, which is relatively underexplored in education literature. This study aims to identify students’ perception and their attitudes towards the use of gamification in the learning process. A descriptive quantitative study was conducted among 210 university students who had engaged in gamified learning activities. A questionnaire survey was used to collect data, which was then analyzed using descriptive statistics and independent sample t-tests. The results indicated that students had moderately positive perceptions, and their attitudes were moderately positive. In addition, student perceptions and attitudes did not differ significantly based on gender and age. These findings provide insight into the dynamic interaction between students and gamified learning technology to enhance their perceptions and promote positive learning attitudes. This study also has implications for gamification, literacy education, and the pedagogically rich design of educational games to promote positive attitudes among students. Recommendations are made based on the findings obtained.
Keywords
- attitudes
- gamified learning
- perception
- students
How to Cite
Malek Jdaitawi, Ashraf Kan’an, Nahed El-Sayed, Reda Al-Mawadieh, Feras Talafha, Ahmed Elkilany, Marwa Torki, Noha Hamoudah, Reema Aloqlah, Mona Soliman, Manal Ali, Rasha Abd Alfattah, Reem Altaisan, and Hager Abdel Hadi, "Exploring University Students’ Perceptions and Their Attitudes towards Gamified Learning," International Journal of Information and Education Technology, vol. 15, no. 6, pp. 1219-1225, 2025. https://doi.org/10.18178/ijiet.2025.15.6.2325
Copyright & License
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).