Abed, O., & Abu-Ali, M. (2022). Attitudes of fourth and eighth grade Jordanian students toward science: A cross-sectional study. Multicultural Education, 8(9), 54-63. https://doi.org/10.5281/zenodo.7117638

Aguilera, D., & Perales-Palacios, F. J. (2020). Learning biology and geology through a participative teaching approach: The effect on student attitudes towards science and academic performance. Journal of Biological Education, 54(3), 245-261. https://doi.org/10.1080/00219266.2019.1569084

Ajlouni, A. O., & Jaradat, S. A. (2020). The effect of pedagogical hypermedia on the acquisition of scientific concepts among primary school students. International Journal of Education and Practice, 8(3), 615-624. https://doi.org/10.18488/journal.61.2020.83.615.624

Ajlouni, A., Rawadieh, S., AlMahaireh, A., & Awwad, F. A. (2022). Gender differences in the motivational profile of undergraduate students in light of self-determination theory: The case of online learning setting. Journal of Social Studies Education Research, 13(1), 75-103. https://bit.ly/3Dnh0gp

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211. https://people.umass.edu/aizen/pubs/tpb.1991.pdf

Alahmari, M., Jdaitawi, M. T., Rasheed, A., Abduljawad, R., Hussein, E., Alzahrani, M., & Awad, N. (2023). Trends and gaps in empirical research on gamification in science education: A systematic review of the literature. Contemporary Educational Technology, 15(3), Article ep431. https://doi.org/10.30935/cedtech/13177

Al-Harbi, A. (2017). المشكلات التدريسية التي تواجه معلمي العلوم الطبيعية في نظام المقررات للمرحلة الثانوية بمنطقة القصيم [Educational problems facing teachers of natural sciences in the course system for the secondary stage in Qassim]. Journal of Educational and Psychological Sciences, 1(9), 43-68. https://doi.org/10.26389/AJSRP.A120917

Al-Harbi, A., & Sabri, M. (2009). فاعلية استراتيجية ( فكر ، زاوج ، شارك ) لتعلم العلوم في تنمية العمليات المعرفية العليا و الاتجاه نحو المادة لدى طلاب المرحلة المتوسطة بالمدينة المنورة [The effectiveness of the (Think-Pair-Share) strategy for learning science in developing higher cognitive processes and attitude toward the subject among middle school students in Medina]. Educational Research Journal, 3(3), 281-313. https://search.mandumah.com/Record/104517

Al-Hosni, H. A., Al-Balushi, S. M., Ambusaidi, A. K., & Al-Kharusi, H. A. (2023). The impact of using a gamification approach-based mobile application on 4th-grade students’ achievement motivation during the COVID-19 pandemic. Dirasat: Educational Sciences, 50(2-S1), 507-523. https://bit.ly/4bxL9WS  

Al-Lazzam, I. M. (2019). مشكلات تدريس مناهج العلوم المطورة في المرحلة المتوسطة من وجهة نظر معلميها بمدينة الرياض [Problems of teaching developed science curricula in the intermediate stage, from the viewpoint of their teachers in the city of Riyadh]. International Specialized Educational Journal, 8(1), 1-17. https://search.mandumah.com/Record/999519

Al-Masry, H. A. (2020). صعوبات تدريس المفاهيم العلمية لدى طلبة المرحلة الأساسية من وجهة نظر معلمي العلوم في محافظة إربد [Difficulties in teaching scientific concepts to basic stage students from the point of view of science teachers in Irbid Governorate]. Journal of Educational and Psychological Sciences, 4(13), 71-83. https://doi.org/10.26389/AJSRP.H061119

Al-Mawadiyah, H. L., & Al-Mawadiyah, N. S. K. (2023). بناء أداة لقياس الاتجاه نحو التعلم عن بُعد وتطبيقها على عينة من طلبة جامعة مؤتة [Constructing an instrument for measuring attitude towards distance learning and applying it to a sample of the students of Mu'tah University]. Journal of Curriculum and Teaching Methodology, 2(1), 134-154. https://doi.org/10.26389/AJSRP.E150822

Al-Naqa, S., & Abo Kalloub, A. (2016). أثر توظيف الأناشيد والألعاب التعليمية في تنمية المفاهيم العلمية وبعض عمليات العلم الأساسية لدى طلبة الصف الثالث الأساسي في العلوم العامة بغزة [The impact of utilizing educational songs and games in developing scientific concepts and some basic learning processes of third graders in “general sciences”]. University of Sharjah Journal of Humanities and Social Sciences, 13(1), 137-171. https://doi.org/10.36394/jhss/13/1/6

Alomari, I., Al-Samarraie, H., & Yousef, R. (2019). The role of gamification techniques in promoting student learning: A review and synthesis. Journal of Information Technology Education: Research, 18, 395-417. http://dx.doi.org/10.28945/4417

Al-Omari, S. J., & Al-Adeli, A. S. M. (2017). أثر التدريس باستخدام القصة التعليمية المصورة في اكتساب المفاهيم العلمية لدى طلبة المرحلة الأساسية الدنيا واتجاهاتهم نحو العلوم [The effect of teaching using an educational image-based story on lower basic stage students' acquisition of scientific concepts and their attitudes toward science]. Al-Hussein Bin Talal University Journal of Research, 3(1), 206-225.

Al-Tarawneh, M. H. (2016). The effectiveness of educational games on scientific concepts acquisition in first grade students in science. Journal of Education and Practice, 7(3), 31-37.

Alya, M., & Sari, S. M. (2024). Strategies for overcoming difficulties in learning science in class III at primary school Jruek Aceh Besar. Sensei International Journal of Education and Linguistic, 4(1), 75-87.  

Arabatzis, T. (2019). What are scientific concepts? In K. McCain, & K. Kampourakis (Eds.), What is scientific knowledge? An introduction to contemporary epistemology of science (pp. 85-99). Routledge.  

Astalini, Darmaji, Ikhlas, M., Kuswanto, Perdana, R., Anggraini, L., & Putra, I. (2020). Attitude and self-confidence students in learning natural sciences: Rural and urban junior high school. Universal Journal of Educational Research, 8(6), 2569-2577. https://bit.ly/43lLZ6W

Babakr, Z. H., Mohamedamin, P., & Karwan, K. (2019). Piaget’s cognitive developmental theory: Critical review. Education Quarterly Reviews, 2(3), 517-524. https://doi.org/10.31014/aior.1993.02.03.84

Bada, S. O. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research and Method in Education, 5(6), 66-70. https://bit.ly/41x6vjW

Bantaokul, P., & Polyiem, T. (2022). The use of integrated 5Es of inquiry-based learning and gamification to improve grade 8 student science learning achievement. Journal of Educational Issues, 8(1), 459-469. https://doi.org/10.5296/jei.v8i1.19802  

Chandrasekaran, B., Silamboli, S., Gunasekaran, K., & Sujathamalini, J. (2020). Knowledge on science concepts among the students with visual impairment at upper primary level. International Journal of Multidisciplinary Educational Research, 9(4), 110-120.

Chetri, D. R. (2022). The attitude of 10th-grade students in learning physics. Journal of Research in Social Sciences and Language, 2(1), 58-70. https://bit.ly/41OLcu4

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.  

Darmaji, D., Kurniawan, D. A., & Irdianti, I. (2019). Physics education students’ science process skills. International Journal of Evaluation and Research in Education, 8(2), 293-298. https://doi.org/10.11591/ijere.v8i2.16401

Dávila-Acedo, M. A., Cañada, F., Sánchez-Martín, J., Airado-Rodríguez, D., & Mellado, V. (2021). Emotional performance on physics and chemistry learning: The case of Spanish K-9 and K-10 students. International Journal of Science Education, 43(6), 823-843. https://doi.org/10.1080/09500693.2021.1889069

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01

Dorsah, P., Awini, G., Okyer, M., Alhassan, G.-A., Shahadu, I., & Kpemuonye, A. K. N. (2024). Challenges in teaching integrated science in junior high schools. Open Access Library Journal, 11, Article e11101. https://doi.org/10.4236/oalib.1111101

Eagly, A. H., & Chaiken, S. (1998). Attitude structure and function. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), The handbook of social psychology (4th ed., pp. 269-322). McGraw-Hill. https://psycnet.apa.org/record/1998-07091-007

Erfan, M., & Ratu, T. (2018). Analysis of student difficulties in understanding the concept of Newton's law of motion. Journal of Physical Education, 3(1), 1-4. https://doi.org/10.26737/jipf.v3i1.161

Fairos, F. N. B., Nasaruddin, N. I. S. B., & Fesol, S. F. B. A. (2024). MathMindset: Game-based learning to reduce math anxiety. Progress in Computer and Mathematics Journal, 1, 87-100. https://fskmjebat.uitm.edu.my/pcmj/

Fish, M. T. (2011). A randomized controlled study of the effectiveness of casual video games in reducing symptoms of anxiety [Master’s thesis, East Carolina University]. ScholarShip. East Carolina University's Institutional Repository. http://hdl.handle.net/10342/3575

Fu, K., Liu, Z., Ren, X., & Zhang, S. (2024). Design and research of educational mode in the context of teaching gamification. Entertainment Computing, 50, Article 100685. https://doi.org/10.1016/j.entcom.2024.100685

Gaurina, M., Alajbeg, A., & Weber, I. (2025). The ower of play: investigating the effects of gamification on motivation and engagement in physics classroom. Education sciences, 15(1), Article 104. https://doi.org/10.3390/educsci15010104

Humaid, A. S. M., Anwar, L. S., Oussama, S., Anwar, L. T., Abderrahim, B., & Anita, L. (2019). Determining students’ intention: The role of students’ attitude and science curriculum. Journal of Turkish Science Education, 16(3), 314-324. https://www.tused.org/index.php/tused/article/view/74

Hursen, C., & Bas, C. (2019). Use of gamification applications in science education. International Journal of Emerging Technologies in Learning, 14(1), 4-23. https://doi.org/10.3991/ijet.v14i01.8894

Jain, V. (2014). 3D model of attitude. International Journal of Advanced Research in Management and Social Sciences, 3(3), 1-12. https://garph.co.uk/ijarmss/mar2014/1.pdf

Janssen, S., & O'Brien, M. (2014). Disentangling the effects of student attitudes and behaviors on academic performance. International Journal for the Scholarship of Teaching and Learning, 8(2), Article 7. https://doi.org/10.20429/ijsotl.2014.080207

Koç, A., & Büyük, U. (2021). Effect of robotics technology in science education on scientific creativity and attitude development. Journal of Turkish Science Education, 18(1), 54-72. https://files.eric.ed.gov/fulltext/EJ1303792.pdf

Korkmaz, Ö., & Öztürk, Ç. (2020). The effect of gamification activities on students’ academic achievements in social studies course, attitudes towards the course and cooperative learning skills. Participatory Educational Research, 7(1), 1-15. https://bit.ly/4iw9bnt

Korkmaz, S., Cetin-Dindar, A., & Oner, F. K. (2023). Impact of educational game development on students’ achievement and attitudes toward science. The Journal of Educational Research, 116(5), 268-279. https://doi.org/10.1080/00220671.2023.2265852

Kurniawan, D. A., Astalini, A., Darmaji, D., & Melsayanti, R. (2019). Students' attitude towards natural sciences. International Journal of Evaluation and Research in Education, 8(3), 455-460. http://doi.org/10.11591/ijere.v8i3.16395

Laçin-Şimşek, C., Öztuna-Kaplan, A., & Sever, T. (2022). Educational games in science center: Experiences of pre-service science teachers. SAGE Open, 12(2). https://doi.org/10.1177/21582440221104779

Lantolf, J. P., Poehner, M. E., & Swain, M. (2018). The Routledge handbook of sociocultural theory and second language development. Routledge. https://doi.org/10.4324/9781315624747

Lee, Y. (2018). Fostering students' content knowledge and argumentation skills in an interactive classroom discourse with technology-enhanced active learning instruction [Doctoral dissertation]. State University of New York at Buffalo. https://bit.ly/4i06lay

Ling, L. T. Y. (2018). Meaningful gamification and students’ motivation: A strategy for scaffolding reading material. Online Learning, 22(2), 141-155. https://doi.org/10.24059/olj.v22i2.1167

Mahdi, H. R. (2022). التعلم الالكتروني نحو عالم رقمي [E-learning: Towards a digital world]. Talent House for Publishing and Distribution.

Mahjabeen, W., Alam, S., Hassan, U., Zafar, T., Butt, R., Konain, S., & Rizvi, M. (2017). Difficulty index, discrimination index, and distractor efficiency in multiple-choice questions. Annals of PIMS, 13(4), 310-315. https://www.apims.net/apims/article/view/9  

Malkawi, A. R., Migdadi, R. M., & Alsagar, M. M. (2015). اتجاهات الطلبة نحو تعلم العلوم باستخدام منظومة التعلم الإلكتروني (Eduwave) وعلاقتها ببعض المتغيرات في المدارس الأردنية [Students’ attitudes towards learning science using the electronic learning system (Eduwave) and its relationship to some variables in Jordanian schools]. Educational Research Journal, 16(4), 342-369. https://bit.ly/41pOdQj

Mansour, M. (2014). أهمية المفاهيم العلمية في تدريس العلوم وصعوبات تعلمها [The importance of scientific concepts in teaching science and the difficulties of learning them]. Journal of Social Studies and Research, 2(5), 88-108. https://asjp.cerist.dz/en/article/79386

Mao, P., Cai, Z., He, J., Chen, X., & Fan, X. (2021). The relationship between attitude toward science and academic achievement in science: A three-level meta-analysis. Frontiers in Psychology, 12, Article 784068. https://doi.org/10.3389/fpsyg.2021.784068

Mayer, R. E. (2005). Principles of multimedia learning based on social cues: Personalization, voice, and image principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 201-212). Cambridge University Press. https://doi.org/10.1017/CBO9780511816819.014

Mayer, R. E. (2014a). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning. (pp. 27-42). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.004

Mayer, R. E. (2014b). Research-based principles for designing multimedia instruction. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying the science of learning in education: Infusing psychological science into the curriculum (pp. 59-70). Society for the Teaching of Psychology. https://teachpsych.org/ebooks/asle2014/index.php

Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941355

McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 575-596). Macmillan Publishing Company.  

Mildner, P., Stamer, N., & Effelsberg, W. (2015). From game characteristics to effective learning games: Evaluation of a component-based quiz game. In S. Göbel, M. Ma, J. Baalsrud Hauge, M. Oliveira, J. Wiemeyer, & V. Wendel (Eds.), Serious games: First Joint International Conference, JCSG 2015, Huddersfield, UK, June 3-4, 2015, Proceedings (pp. 51-62). Springer. https://doi.org/10.1007/978-3-319-19126-3_5

Molero, D., Schez-Sobrino, S., Vallejo, D., Glez-Morcillo, C., & Albusac, J. (2021). A novel approach to learning music and piano based on mixed reality and gamification. Multimedia Tools and Applications, 80, 165-186. https://doi.org/10.1007/s11042-020-09678-9

Mullis, I. V. S., & Martin, M. O. (Eds.). (2017). TIMSS 2019 Assessment framework. Retrieved from Boston College, TIMSS and PIRLS International Study Center. https://bit.ly/3Fm7cnk

Naji, I. M., & Aqel, M. S. (2023). The effectiveness of an educational environment based on gamification in developing deep learning skills among pre-service students at Al-Aqsa University. Dirasat: Educational Sciences, 50(2), 155-173. https://doi.org/10.35516/edu.v50i2.237

National Center for Curriculum Development. (n.d.-a).  دليل المعلم لمنهاج العلوم للصف الرابع[Teacher's Guide for the Fourth Grade Science Curriculum]. Ministry of Education.

National Center for Curriculum Development. (n.d.-b). كتاب الطالب لمنهاج العلوم للصف الرابع [Student's Book for the Fourth Grade Science Curriculum]. Ministry of Education.

National Research Council. (2010). Exploring the intersection of science education and 21st century skills: A workshop summary. National Academies Press. https://doi.org/10.17226/12771

Nimr, A. M. (2021). استراتيجية التلعيب ودورها في اكتساب المفاهيم العلمية [Gamification strategy and its role in acquiring scientific concepts]. Yazouri Group for Publication and Distribution.

Olufemi, T. D. (2012). Theories of attitudes. In C. D. Logan, & M. I. Hodges (Eds.), Psychology of Attitudes (pp. 61-78). Nova Science Publishers, Inc.

Organization for Economic Co-operation and Development. (2023, December 5). PISA 2022 results (Volume I): The state of learning and equity in education. https://doi.org/10.1787/53f23881-en

Phuong, T. T. M., & Dung, T. (2022). Attitudes change during an integration of modeling course in Year 10: The application of the ABC model. Vietnam Journal of Educational Sciences, 18(1), 32-39. https://bit.ly/4hgMkes

Piaget, J., & Inhelder, B. (1972). The psychology of the child. Basic Books.   

Pirker, J., & Gütl, C. (2014). Educational gamified science simulations. In D. Hamari, & K. Koivisto (Eds.), Gamification in education and business (pp. 253-275). Springer. https://doi.org/10.1007/978-3-319-10208-5_13

Ranuharja, F., Ganefri, G., Fajri, B. R., Prasetya, F., & Samala, A. D. (2021). Development of interactive learning media Edugame using the ADDIE model. Jurnal Teknologi Informasi Dan Pendidikan, 14(1), 53-59. https://doi.org/10.24036/tip.v14i1.412

Reif, F. (1983, April). Acquiring an effective understanding of scientific concepts [Paper presentation]. The Annual meeting of the American Educational Research Association, Montreal, Canada.  

Richardson, J. T. E. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135-147. https://doi.org/10.1016/j.edurev.2010.12.001

Richter, K., & Kickmeier-Rust, M. (2025). Gamification in physics education: play your way to better learning. International Journal of Serious Games, 12(1), 59-81. https://doi.org/10.17083/ijsg.v12i1.858

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020

Sarashkumar, S. A., & Ismail, N. (2024). The effects of gamification on Year 5 students’ achievement in number sense, attitude, and motivation in learning mathematics. International Journal of Academic Research in Progressive Education and Development, 13(1), 1482-1493. https://doi.org/10.6007/IJARPED/v13-i1/20882

Sayyadi, M., Rahimi, M., Ebrahimpour, R., & Amiri, S. H. (2022). Applying multimedia learning principles in task design: Examination of comprehension development in L2 listening instruction. English Teaching and Learning, 48, 73-96. https://doi.org/10.1007/s42321-022-00132-7

Shamsan, A., & Al-Hamidi, H. (2018). اتجاهات معلمي العلوم نحو تدريس العلوم بأمانة العاصمة صنعاء اليمن [Attitudes of science teachers towards teaching Al-Aloun in the capital Sana’a, Yemen]. Queen Arwa University Journal, 21, 39-68. https://doi.org/10.58963/qausrj.v1i21.172

Sharma, S., & Bansal, D. (2017). Constructivism as a paradigm for teaching and learning. International Journal of Physical Education, Sports and Health, 4(5), 209-212. https://bit.ly/4i1m7Ca

Shrestha, P. S., Perlman, T. T., & Shaver, S. R. (2023). Addressing learning difficulties in junior high school physics education: Insights for curriculum development and teaching strategies. Jurnal Ilmu Pendidikan dan Humaniora, 12(2), 108-120. https://doi.org/10.35335/jiph.v12i2.35

Suh, A., Wagner, C., & Liu, L. (2018). Enhancing user engagement through gamification. Journal of Computer Information Systems, 58(3), 204-213. https://doi.org/10.1080/08874417.2016.1229143

Taha, S. K. (2023). The necessary training needs for teaching advanced science for the basic stage in Jordanian schools from the point of view of female teachers.. Al-Balqa Journal for Research and Studies, 25(SE), 101-116. https://doi.org/10.35875/1105-025-999-006

Tapilouw, M. C., Firman, H., Redjeki, S., & Chandra, D. T. (2018). Science teacher’s ideas about environmental concepts in science learning as the first step of science teacher training. Journal of Physics: Conference Series, 1013, Article 012077. https://doi.org/10.1088/1742-6596/1013/1/012077

Tatlı, Z., Gülay, A., & Mert, A. (2023). Impact of gamification applications on students’ attitudes towards lesson and procrastination behaviors. International Journal of Contemporary Educational Research, 10(2), 522-534. https://doi.org/10.52380/ijcer.2023.10.2.387

Toma, R. B., & Lederman, N. G. (2022). A comprehensive review of instruments measuring attitudes toward science. Research in Science Education, 52, 567-582. https://doi.org/10.1007/s11165-020-09967-1

Toprak Yallihep, E. S., Akcay, H., & Kapici, H. O. (2021). Impacts of serious games on middle school students’ science achievement and attitudes towards science. International Journal of Technology in Education and Science, 5(2), 203-212. https://bit.ly/4kpeIho

Wang, T.-L., & Berlin, D. (2010). Construction and validation of an instrument to measure Taiwanese elementary students’ attitudes toward their science class. International Journal of Science Education, 32(18), 2413-2428. https://doi.org/10.1080/09500690903431561

Wannathai, P., & Pruekpramool, C. (2024). Investigating the ability in constructing scientific explanations of Thai grade 10 students: Insights from learning achievement, attitude, and school size. Science Education International, 35(2), 143-153. https://doi.org/10.33828/sei.v35.i2.8

Wu, T., Tien, K.-Y., Hsu, W.-C., & Wen, F.-H. (2021). Assessing the effects of gamification on enhancing information security awareness knowledge. Applied Sciences, 11(19), Article 9266. https://doi.org/10.3390/app11199266

Yan, Y., & Davison, R. M. (2013). Exploring behavioral transfer from knowledge seeking to knowledge contributing: The mediating role of intrinsic motivation. Journal of the American Society for Information Science and Technology, 64(6), 1144-1157. https://doi.org/10.1002/asi.22820

Zahra, B. (2024). Women's attitudes towards some social issues in light of some demographic variables: A field study in the city of Ouargla. International Journal of Early Childhood Special Education, 16(5), 142-148. https://bit.ly/3FatIQd 

Zaric, N., Roepke, R., Lukarov, V., & Schroeder, U. (2021). Gamified learning theory: The moderating role of learners' learning tendencies. International Journal of Serious Games, 8(3), 71-91. https://doi.org/10.17083/ijsg.v8i3.438