Abstract
The current study aims to determine the effect of teaching a mechanic neuro-computerized course through virtual learning environments (VLE) to develop computational thinking among mathematics pre-service teachers. The neuro-computerized virtual learning environments (NCVLE) model was designed to be used to teach the mechanics course to third-year students of the mathematics department. To achieve the targeted learning outcomes, the study recruited (102) third-year students of the Faculty of Education and classified them into a control group of (50) students and an experimental group of (52) students. The experiment lasted for 14 weeks during one semester of the 2021-2022 academic year. The results agreed with most of what has been found from relevant literature and studies. Also, the results indicated that the NCVLE model played a vital role in the purposeful teaching, learning, and assessment processes and enhanced the learning of computational thinking.
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