The impact of the use of a virtual three-dimensional learning environment in teaching physics on the achievement of the first year secondary students and their attitudes toward it

Abstract

The purpose of this study is to explore the impact of the use of a virtual three-dimensional learning environment in teaching Physics on the achievement of the 1st year secondary students and their attitudes toward it. This study was constructed on the quasi-experimental methodology. The study members were 60 students purposely selected from Jerash Secondary Comprehensive School for Boys and randomly divided into two groups as follows: 30 students as a control group and 30 students as an experimental group. To achieve the study's objectives, two instruments have been prepared: An achievement test and attitude scale. The instruments' validity and reliability have been assured as well. The study's results showed that there were significant differences at (α ≥ 0.05) between the arithmetic mean's degrees of the experimental and control groups in support of the experimental group. The F-value was (65.689) which means rejecting the null hypothesis of the study. In light of the results, the students' attitudes were positive and high with a of (0.27) and a mean degree of (3.93).