Electronic Educational Games Design: The impact of Using Two Different Strategies on Developing Linguistic Concepts and Reading Aloud Skills for Primary Students

Abstract
The current study aimed to design two different strategies of electronic educational games (cooperative/competitive) and identify their effectiveness on developing linguistic concepts and reading aloud skills for fourth graders in Arabic Language course. Also, the study aimed to measure the difference in impact between using both strategies (cooperative and competitive) while conducting the experiments. The research sample was selected from one of the basic education schools and included 60 male and female pupils, who were purposefully selected, and then randomly distributed into two equal experimental groups, each of which included 30 male and female pupils: the first experimental group was exposed to cooperative electronic educational games, while the second one was exposed to competitive educational games. To assess the resulting change in these two variables, the researcher constructed two measurement tools: the linguistic concepts test, and the reading aloud test. Results indicated the effectiveness of both strategies in developing linguistic concepts and reading aloud skills. Also, results revealed the superiority of the first experimental group, which was exposed to the cooperative electronic educational games. Accordingly, the study recommended the importance of designing, developing, and producing electronic games with its’ both strategies with special attention to the cooperative strategy while teaching language skills.