Teacher-student rapport and gamified learning: Investigating the role of interpersonal variables in classroom integration
Date
2024Item Type
ArticleAbstract
Using the educational setting of Jordan, this research aims to investigate the complex relationship between teacher-student rapport and student involvement in gamified learning experiences. As it relates to the effective use of gamified learning methodologies, this research digs into the farreaching ramifications of cultivating strong interpersonal interactions between instructors and students. This research uses a strict quantitative technique to investigate the complex relationships between 400 children and 40 teachers. This study's results shed light on an interesting and statistically significant phenomenon: a significant positive connection (r = 0.742, p 0.001) between teacher-student rapport and the amount of engagement seen in gamified learning sessions. The finding, in line with Jordan's educational reforms, highlights the critical role of positive rapport in generating dynamic and significant participation within modern instructional techniques. The practical repercussions highlight the need for teachers to work to improve their interpersonal skills. It becomes clear that this is a crucial factor in enabling effective teaching and learning, especially within the context of contemporary pedagogical approaches. The current research helps us better understand the complex dynamics at play in teacher-student relationships, illuminating their far-reaching consequences for the pursuit of educational excellence in the Jordann setting.
Author
Alwaely, Suad Abdalkareem
Almousa, Nusaiba Ali
Helali, Mamdouh Mosaad
Alali, Rommel Mahmoud
Rashed, Rashed Mohamed
Mashal, Anees Abdullatif
Saleh, Shoeb Gamal
Darawsheh, Saddam Rateb
Khasawneh, Mohamad Ahmad Saleem