The Relationship between the Pattern of Practice and Timing of Reinforcement in the Motivational Gamification Environment in Developing Skills for Using Assistive Technology Innovations and Awareness of them According to the Mental Capacity of Special Education Teachers

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azhar university

Abstract

This paper aimed at exploring the relationship between practice pattern (extensive/intensive) and reinforcement time (delayed/immediate) gamification for the development and awareness of assistant technological innovations according to mental capacity of special education teachers. To meet this end, gamification levels were defined and the produced in a form of tasks over a certain period of time as well as educational activities that promote smart thinking and exploring the hidden parts of the game according to the special criteria of environment design that allows utilizing game elements and techniques in context. The factorial analysis was utilized to control the pedagogical variables. The participants comprised 120 teachers who were chosen for the availability of training criteria. They were categorized according to their mental capacity into eight groups, 15 for each group. The paper utilized an achievement test, a rubric for practical performance, Figural Intersection Test for measuring the mental; capacity and a situational test for cognitive awareness of assistant technology. Statistical analysis was conducted using SPSS 21. The results revealed the obvious effect of gamification in favor of the extensive pattern according to the high mental capacity. It was recommended the need of training teachers to produce educational software via linking faculties with their graduates

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