Abstract
The global transition from traditional classroom instruction to online learning has been hastened through COVID-19. Notwithstanding its benefits, students were unable to quickly adjust to the difficulties of change. This research offers MIRNA, an assistive 3D instructional tool for slow learners in primary school, mostly for Arabic, English, and Math topics, to address academic issues that develop with online education. The proposed tool can be fully integrated with remedial programs to assist students who struggled to adjust to distant learning during the pandemic, slow learners, or even those who are unable to attend school. This application categorizes students based on academic performance rather than age and automatically adjusts to their limitations. Additionally, MIRNA offers a simple interface that allows teachers to personalize it with their own content and game scenarios. We carried out an empirical investigation to assess teachers' intentions to use MIRNA as an online learning platform in the learning process. The findings of the study show that teachers’ attitude towards the game was positive, and they intended to use the game in the learning process in the future
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