The Effectiveness of a 3D-Virtual Reality Learning Environment (3D-VRLE) on the Omani Eighth Grade Students’ Achievement and Motivation towards Physics Learning

Asmaa Y Al Amri,Ali Sharaf Al Musawi,Mohamed Eltahir Osman

doi:10.3991/ijet.v15i05.11890

Asmaa Y Al Amri, Ali Sharaf Al Musawi + Show 1 more

Open Access

https://doi.org/10.3991/ijet.v15i05.11890

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Abstract

--This study aimed to examine the effectiveness of a 3D-Virtual Reality Learning Environment the Omani 8th-grade students’ achievement and motivation towards physics learning. To achieve the study objectives, data were collected using two instruments: an achievement test and a motivation questionnaire. The sample consisted of sixty-five female students. They were divided into two groups, (32) students in the experimental group and (33) students in the control group. The findings of this research study indicated a greater improvement in students’ achievement in physics after using the 3D-VRLE compared to their counterparts in the traditional learning environment. Furthermore, the results showed that the 3D-VRLE has a positive effect on students’ motivation towards physics learning. In the light of these findings, the study recommended the importance of using the 3D-VRLE in the Ministry of Education schools. Research areas for future investigation in the field of the 3D-VRLEs were also suggested.

Highlights

The Trends in the International Mathematics and Science Study (TIMSS) shows that science teachers face many issues [1]
The findings indicated that the use of 3D-Virtual Reality Learning Environment (3D-VRLE) in physics learning accounts for 84.2% of the variance in the students' motivation toward physics learning (η2 = 0,842)
This study was conducted to investigate the effectiveness of 3D-virtual reality learning environment (3D-VRLE) on the Omani eighth-grade students’ achievement and motivation towards physics learning

Summary

Introduction

The Trends in the International Mathematics and Science Study (TIMSS) shows that science teachers face many issues [1]. Some studies and reports [2] [3] indicate that the students at various levels have difficulties in understanding many science concepts causing a weakness in the level of school achievement in this subject. It has been noted that science teachers face various challenges in terms of appropriate methods to teach and explain abstract concepts and make science lessons more attractive to the students. There is an increased focus on Science, Technology, Engineering and Mathematics (STEM) teaching through which educators are responsible to find the appropriate curriculum, methods, and resources to meet the new expectations and prepare their learners as future scientists [5]

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