اللعبيّة التربوية وأثرها التفاضلي على مشاركة التلاميذ: دراسة مقارنة بين المدارس الحكومية والخاصة في البصرة

Abstract

This study explores the utilization of educational games and their effects on the development of learning skills among primary school students aged 6 to 8 years in both public and private schools in Basra. In an era where traditional teaching methods struggle to engage a generation accustomed to the fast-paced interaction of digital media, this research addresses the challenges educators face in maintaining student motivation and attention. The study is rooted in the context of the primary education sector in Basra, which is characterized by limited resources in governmental schools and a socio-economic landscape that often prioritizes immediate economic needs over long-term educational goals.

Drawing on the Engagement Theory, Cognitive Load Theory, and the Technology Acceptance Model (TAM), this research emphasizes the importance of integrating play-based learning strategies into early childhood education. Through a stratified sampling technique, a sample of approximately 200 students from diverse socio-economic backgrounds were selected to examine how educational games can bridge the engagement gap and support cognitive development in a digital age.

This study examined the challenges faced by pupils in Basra's government and private schools, particularly regarding engagement and technological integration. It revealed a strong link between teachers' experiences, and obstacles such as overcrowded classrooms, inadequate infrastructure, and socio-economic disparities, which hinder the use of educational games. To address these issues, a multifaceted approach is needed to enhance teachers’ capabilities as well as to improve resources. By leveraging technology and fostering collaboration, educators can create a dynamic learning environment that supports children's development in Basra.