Yazar "Alwhaibi, Reem M." seçeneğine göre listele

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    Exploring the multifaceted learning benefits of video gaming among female university students in Saudi Arabia
    (Nature Portfolio, 2026) Alwhaibi, Reem M.; Alanzan, Renad; Aldamok, Remas; Aldafas, Lamya; Alanazi, Reema; Alwahibi, Ajwan; Mortada, Eman
    The increasing prevalence of video gaming has transformed leisure activities worldwide, especially among university students. In Saudi Arabia, 67% of the population engages in gaming, raising questions about its impact on cognitive, emotional, social, and psychomotor skills. This study explores the transferable skills developed through video gaming, focusing on female university students in Saudi Arabia. An exploratory qualitative approach was employed, involving semi-structured interviews with 37 female university students aged 18 to 25, each with at least one year of gaming experience. Thematic analysis was used to identify patterns in the data. The study revealed that video games enhance cognitive skills, including problem-solving, strategic thinking, and time management. Emotional regulation, teamwork, communication, and leadership were also developed through gaming. Psychomotor skills, such as hand-eye coordination and reflexes, were notably improved, and participants reported the transfer of these skills to academic tasks. Video gaming supports the development of diverse cognitive, emotional, social, and psychomotor skills, suggesting its potential for integration into academic environments to enhance learning and personal growth.
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    Exploring the Relationship Between Video Game Engagement and Creative Thinking in Academic Environments: Cross-Sectional Study
    (Mdpi, 2024) Alwhaibi, Reem M.; Alotaibi, Manar S.; Almutairi, Sara F.; Alkhudhayr, Juri E.; Alanazi, Reema F.; Al Jamil, Haya F.; Aygun, Yalin
    This study explores the relationship between video game engagement and creative thinking among university students in an academic setting. Utilizing a descriptive cross-sectional qualitative approach, semi-structured interviews were conducted with 40 university students aged 17-25 years, from various academic disciplines. The sample, predominantly female (57.5%) and aged 22 years (27.5%), provided diverse perspectives on the impact of video games on their academic and creative capabilities. The thematic analysis of the interviews revealed significant insights into how video games may enhance creative problem-solving skills and overall creative thinking in an educational context. The study found that a high percentage of participants (47.5%) had a grade point average (GPA) of 4.0, suggesting a potential link between academic performance and video gaming habits. The results highlight the need for further research into specific game genres and their distinct influences on creativity among different demographics. This study contributes to the growing body of literature on the cognitive benefits of video games and their potential to foster creative skills in higher education environments.