Vous avez cherché: gam (Arabe - Anglais)

gam/ref/29/as/08
gam/ref/29/as/08

أمر الشراء 2017 09- 04 أمر الشراء 18 gam
po 2017 09- 04 po 18 gam

إطار التعاون القطري الثاني لغامبيا dp/ccf/gam/2
second country cooperation framework for gambia dp/ccf/gam/2

شركة جي ايه ام العربية المحدودة gam azkoien company limiwad khbar-eachafndustrial oppsate alketah cr m.:205 sms
gam azkoien company limiwad khbar-eachafndustrial oppsate alketah cr m.:205 sms

نموذج 3 lms مع عناصر gam بناء على تحليل الأنظمة المذكورة أعلاه والمتطلبات العامة لنظام إدارة التعلم ، قمنا بتصميم نظام بميكانيكا اللعبة التالية:
3 lms model with gam ification elements based on an analysis of the aforementioned systems and general requirements of lms, we designed a system with the following game mechanics: 3.1 badge acquisition (الاوسمة/الاشارة اكتساب) the user can obtain badges either knowingly or unknowingly. they can knowingly collect badges for completed courses, the number of added friends, the number of reviews written or their overall activity in the system. the user can also collect them unknowingly, e.g. for registration or when they are awarded a badge by the teacher. 3.2 score (النتيجة/ الهدف) every user’s success is measured by score. the user can use score not only to measure their own success, but also to compare themselves either with their friends or with their peers in individual courses. there are various ways to acquire points. 3.3 course completion (نته) course completion should be the main activity of each student in the system. the student increases their score by enrolling in individual courses and studying. for each course the student obtains a different amount of points – the amount of points for each course is calculated by the system based on the difficulty and length of the particular course. 3.4 completing daily challenges (التحديات اليومية) the user can acquire extra points for completing bonus content or the so-called daily challenges. daily challenges are based on randomly selected questions which the student has already encountered during the course of their study and therefore should know the correct answer. each day, the student can complete such a challenge by correctly answering ten random questions. they can earn as many as ten points – one point for each correctly answered question. the user who has not yet answered the minimum number of questions – and therefore cannot participate in the daily challenge – is asked to earn more points, i.e. to enroll in more courses., 3.5 levels (المستويات) the user automatically advances to the next level when they have earned enough points. the user can learn the number of points required to advance to the next level either on their profile page or on the system’s main page. 3.6 leaderboards (لوحات المتصدرين) there are two kinds of leaderboards – global leaderboards (realized only on the main page) and leaderboards visible on the pages of individual courses following the user’s registration. the global leaderboards contain all the users in the system. however, for motivational reasons, only the first ten users are displayed. this way the users do not see who is the last. since they can only see the “top 10”, it motivates them to try harder and break into the top 10. another global leaderboard is called “my neighbors”, which contains all the users who are at the similar level as the currently logged-in user. the number of points determines the position in the leaderboard. the user with more points is ranked higher in the leaderboard. the course leaderboards display the number of points earned in the particular course. 3.7 daily challenges (المستويات) daily challenges are based on motivation – the user needs to log into the system every day and answer ten questions. daily challenges are based on randomly selected questions (selected by an algorithm) which the student has already encountered during the course of their study and therefore should know the correct answer. if the user wants to earn the points, they need to answer (either correctly or incorrectly) all ten questions. each question can be answered only once. if the user answers correctly, the question will be marked “correct”. if they answer incorrectly, the question will be marked “error”. therefore, the user knows which questions they answered correctly and which incorrectly. after answering the last question, the user is redirected to a final page on which their total number of points is displayed (providing them with feedback on how they did in the daily challenge). for each correct answer, the user earns one point. they earn no point nor lose any point when they answer incorrectly. therefore, the user is not penalized for an incorrect answer. the user can earn as many as ten points and as little as zero points. the user can see the number of points on the final page for the remainder of the day. the user can complete only one daily challenge per day. it is monitored whether the user has already completed their daily challenge or not. if, on any given day, the user fails to answer the ten questions, they earn no points and can complete the daily challenge the f conclusion (الخاتمة/الخلاصة) following an analysis of open educational applications with gamification elements and detailed research of scientific papers, the authors designed a gamification-based lms model. moreover, the authors also defined a list of game mechanisms which every course should contain. some of those mechanisms were marked as automatic, i.e. they are part of every new course, which means that the author does not have to define them manually. the author can then add other elements. an lms based on this paper will be created and tested in instruction

وترحب اللجنة بتقديم الردود الخطية على قائمة المسائل (crc/c/q/gam/1) في الوقت المناسب، مما أتاح فهما أوضح لحالة حقوق الطفل في الدولة الطرف.
the committee welcomes the timely submission of written replies to its list of issues (crc/c/q/gam/1), which allowed for a clearer understanding of the situation of children in the state party.