The impact of mobile phone fitness applications on the level of physical fitness and psychological well-being during covid-19

Soliman, Mona; Rasheed, Abeer; Hady, Hager Abdel; Jdaitawi, Malek; Khamees, Amany; Abdelsalam, Reda

doi:10.4103/jehp.jehp_1802_21

Cited by 5 publications

(4 citation statements)

References 22 publications

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“…Also, Erbas and Demirer [29] came to the conclusion that AR activities play a key role in students' learning by giving them the opportunity to observe and examine organisms and their structures, a task that is normally extremely difficult under traditional teaching conditions. Technology tools such as AR technology provide advantages as a support tool in the process of learning and teaching [46][47][48][49][50]. The positive significant result found in this study may also be attributed to the fact that AR technology is capable of facilitating students' learning and understanding of the material through the activities it provides.…”

Section: Discussionmentioning

confidence: 60%

“…The results showed that AR is effective in providing such students with real-life experiences, enhancing their eagerness and enthusiasm to learn, and boosting their level of readiness and interest in the subject. According to [7,[50][51][52][53][54][55], the use of technology tools and video-based instruction through AR is effective in improving problem-solving skills when dealing with mathematics, specifically for students who require special education. Real-life experiences are essential for students with special needs in order for them to learn and acquire basic skills and knowledge in the classroom, and this can be achieved through the use of AR.…”

Section: Discussionmentioning

confidence: 99%

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Promoting Self-efficacy for Students with Special Needs through Augmented Reality

Alahmari¹,

Jdaitawi²,

Alzahrani³

et al. 2023

IJIET

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Augmented reality technology has a significant influence on the teaching approach provided to students with special needs. This type of technology particularly affects students’ level of self-efficacy, and was the premise for conducting the research. In this four-week quasi-experimental study, a pre- and post-test control group design was adopted. 24 students with special needs were randomly assigned to the augmented reality (AR) application group and the control group. Self-efficacy was measured depending on previous studies in a new technological environment. The results showed significant main effects for the AR on students’ self-efficacy, as AR group indicated to have higher total score than control group. The paired sample t-test overall mean scores indicated a significant increase in the self-efficacy of the students. For the experimental group, results showed an increase in the mean score of self-efficacy from pre to post-tests. The paired sample t-test overall mean scores indicated a significant, with the differences in the mean scores being −1.694, indicating a considerable increase. This study concluded that AR has significant effects on students with special needs, and that it can undoubtedly contribute to the teaching-learning process.

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Section: Discussionmentioning

confidence: 60%

Section: Discussionmentioning

confidence: 99%

Promoting Self-efficacy for Students with Special Needs through Augmented Reality

Alahmari¹,

Jdaitawi²,

Alzahrani³

et al. 2023

IJIET

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“…In the field of learning and teaching, students are being exposed to several teaching options and alternatives thanks to the rise and development of digital technology (Jdaitawi, 2019;Muhaidat et al, 2022;Rasheed et al, 2021;Soliman et al, 2022). In addition, such digital technology developments have led to…”

Section: Introductionmentioning

confidence: 99%

Trends and gaps in empirical research on gamification in science education: A systematic review of the literature

et al. 2023

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Digital technology development has led to the creation of various learning options in the<b> </b>science education<b> </b>field. Technology such as gamification has been used in several science areas, uncovering diverse benefits regarding its usage. However, more research is needed to understand how gamification enhances students learning in science fields. Therefore, this study review presented an overview of gamification usage in the science education field literature and focused on research indexed in several international databases. 31 studies were included for review. The results showed that most of the studies presented positive outcomes as gamification proved to be effective with science education students. The study also indicated that most gamification studies were mostly used to enhance students’ learning skills in science education. The results of this study provide valuable data regarding technology techniques to enhance students’ skills in science education. Further research is needed to cover areas that are not widely investigated in gamification literature.

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“…In recent times, the development of digital technology has made it possible to increase the range of learning alternatives, which has brought about innovations learning and teaching (Jdaitawi, 2019(Jdaitawi, , 2020a(Jdaitawi, , 2020bJdaitawi & Kan'an, 2022;Manzano-Leon et al, 2021;Muhaidat et al, 2022;Rasheed et al, 2021;Soliman et al, 2022). In special education, unique teaching and learning strategies are needed for the facilitation of learning and skills acquisition of individuals with special needs, including the acquisition of communication and behavioral skills (Baragash et al, 2019;Cifuentes et al, 2016;Jdaitawi & Kan'an, 2022;Jdaitawi et al, 2022aJdaitawi et al, , 2022bManzano-Leon et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Exploring the impact of gamification on skill development in special education: A systematic review

et al. 2023

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Special education settings have experienced technological innovation that have advanced the development of various skills. Gamification is increasingly used to enhance the skills of individuals with special needs. There have been some studies and limited systematic reviews of gamification in general and special needs settings in particular, however, gamification design applied to special needs lacks a comprehensive systematic review. This article conducts a Literature review of gamification in special needs settings to investigate the effect of gamification in special needs as well as to identify gamification domains, groups and trends for individuals with special needs. Valuable data has been highlighted concerning the technology techniques used in enhancing the skills of individuals with a disability. However, further studies are still needed to examine areas, where research is lacking in the gamification field. The preferred reporting items for literature reviews and meta-analysis PRISMA standard was adopted for inclusion and exclusion criteria’ in this study such as including, eligibility, screening, dentification, and inclusion and exclusion steps. The results revealed that gamification design facilitates the development of various skills among individuals with special needs. Additionally, gamification design was mostly used to enhance the learning skills of individuals with a disability.

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The impact of mobile phone fitness applications on the level of physical fitness and psychological well-being during covid-19

Cited by 5 publications

References 22 publications

Promoting Self-efficacy for Students with Special Needs through Augmented Reality

Promoting Self-efficacy for Students with Special Needs through Augmented Reality

Trends and gaps in empirical research on gamification in science education: A systematic review of the literature

Exploring the impact of gamification on skill development in special education: A systematic review

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