The Impact of the Interaction between Two Strategies of Electronic Workgroups and Personality Type in 3D Learning Environment on the Development of Digital Skills and Self-efficacy among Envoys Students at the Faculty of Education, Al-Azhar University

Document Type : Original Article

Authors

Department of Libraries, Information and Educational Technology, Faculty of Education for Boys, Al-Azhar University, Cairo.

Abstract

The current research aimed to investigate the impact of the interaction between two strategies of electronic workgroups (collaboration/ discussion) and personality type (extroversion/introversion) in 3D learning environment on the development of digital skills and self-efficacy among envoys students at the Faculty of Education, Al-Azhar University. To meet such an end, 3D learning environment was designed based on a set of criteria. The primary research sample consisted of 80 envoys students at the Faculty of Education, Al-Azhar University, who were divided into four experimental groups, each consisting of 20 students. The research tools included a cognitive achievement test, a practical performance observation card, and a self-efficacy scale. The research employed a quasi-experimental method to assess the impact of independent variables on dependent variables. The main findings of the research revealed the effectiveness of the 3D learning environment in developing digital skills and self-efficacy among the research sample. Furthermore, there is an impact of the interaction between the strategies of electronic workgroups and personality type on the dependent variables. In light of such results, the research recommended utilizing the 3D learning environments to develop learning outcomes among envoys students, as well as employing strategies of electronic workgroups for studying through such environments. Additionally, the research highlights the importance of considering the personality type of incoming students when designing 3D learning environments.

Keywords

References

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