Effectiveness of a 3D virtual environment (soodle) in the development of the skills of practical experiments in the physics of secondary secondary students in Jeddah: فاعلية بيئة افتراضية ثلاثية الأبعاد (sloodle) في تنمية مهارات التجارب العملية في مادة الفيزياء لدى طالبات الصف الثاني ثانوي في مدينة جدة

Abstract

The present study aimed to measure the effectiveness of a virtual environment in the development of practical skills in the physics of second-secondary students in Jeddah. In order to achieve the objectives of the study, the semi-experimental method was used. Two basic tools were used to achieve the objectives of the study (Tribal and remote) to measure the cognitive aspect of the skills of practical experiences, performance test and note card (tribal and remote) to measure the performance of the skills of practical experiences, the sample consisted of (40) students from the second grade secondary school science from the sixth and fifth The experimental sample was divided into two groups; one was the experimental group that used the virtual environment of the three-dimensional (sloodle) and consisted of 20 students, and the other represents the control group that used the traditional method and consisted of 20 students, the study proved the effectiveness of the 3D virtual environment in the development The cognitive side of the practical experience skills in the physics subject of secondary secondary students in Jeddah, in developing the practical side of the skills of the practical experiments, and in developing the skills of the practical experiments in the physics subject of second secondary students in Jeddah, K The study found that there was a statistically significant difference at the mean level (α = 0.05) between the mean of the experimental group which uses a virtual environment (soodle) and obtained an average of 15.50 and the mean of the control group using the traditional method. (11.15) in the post-measurement of the cognitive test of the practical experience skills in favor of the experimental group. The study found that there was a statistically significant difference at the mean level (α = 0.05) between the mean of the experimental group using a virtual environment (sloodle), obtained an average of (116.80) and the mean of the control group using the traditional method; 85.55) in the telemetry of the functional test of practical test skills for the benefit of the experimental group. The study also found that there was no statistically significant difference (α = 0.05) between the mean of the experimental group using the 3D environment (sloodle) and the degree of proficiency (80%) in the practical test of the skills of practical experiments. In the light of the results, the researcher presented a number of recommendations aimed at activating the practical experiences, including: Encourage educational institutions to use the virtual environment in the various courses and qualify the teachers and equip them with the required skills in order to employ 3D virtual environments in the teaching of educational courses, Physics, and raising the awareness of the Ministry of Education of the importance of employing 3D virtual environments in the educational process and its effective impact on the level of learners.