The effectiveness of A three-dimensional Virtual Learning Environment for Developing The practical Performance of Producing Skills Three-Dimensional Augmented Reality Projects and Engaging in Learning among Educational Technology Students

Document Type : Original Article

Authors

1 قسم المكتبات والمعلومات وتكنولوجيا التعليم - كلية التربية بنين بالقاهرة - جامعة الأزهر

2 كلية التربية بنين بالقاهرة - جامعة الأزهر

Abstract

The current research aimed to reveal the effectiveness of a three-dimensional virtual learning environment for developing the practical performance of producing skills three-dimensional augmented reality projects and engaging in learning among educational technology students enabling them to perform their professional job based on modern era requirements, that can be utilized and applied in teaching and learning processes. The experiential processing material is a 3D virtual learning environment designed via Second Life including topics for 3D augmented reality project production skills. The main research sample consisted of one experimental group including (40) students at the fourth year, Department of Education Technology, Faculty of Education for Boys, Al-Azhar University in Cairo, studying through a three-dimensional virtual learning environment. The current semi-experimental approach was used to measure the effect of the independent variable (environment) on the dependent variables (practical performance - engagement in learning). The experimental design known as the one-group design with two standards (pre-post) was used. The results of the research showed the superiority of the experimental group in the post-measurement over the pre-measurement in both the practical performance of producing three-dimensional augmented reality projects skills, and the engagement in learning among students of the research sample. The research recommends the need to move towards the employment and use of three-dimensional virtual learning environments in developing different aspects of learning among students of educational technology, and also recommends the need to train students and educational technology specialists in the skills of producing three-dimensional augmented reality projects, and also recommends the need to pay attention to improving the level of engagement in learning among students educational technology, and measuring the extent of its achievement in their curricula.

Keywords

References

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