Designing an AI-Powered 3D Learning Environment to Foster Scientific and Engineering Practices and Digital Fluency in Science for Third-Grade Al-Azhar Preparatory Students with Varying Cognitive Flexibility

Document Type : Original Article

Authors

1 Department of Educational Technology, Faculty of Education, Al-Azhar University, Cairo.

2 Department of Curricula and Teaching Methods, Faculty of Education for Men, Al-Azhar University, Cairo.

Abstract

        The research aimed at developing scientific and engineering practices, as well as digital fluency in the science subject for third-grade Azharite preparatory students with varying cognitive flexibility, through the design of a 3D learning environment based on artificial intelligence tools. Preparatory students with varying levels of cognitive flexibility. Employing a two-factor (2x2) experimental design, the research sampled (72) male and female students from El-Khanka institutes in the Qalyubia Azhar region. These students were randomly assigned to either a control or an experimental group. Measurement instruments included a scientific and engineering practices test, an observation card for scientific and engineering practices, and a digital fluency attitudes scale (developed by the researchers). Results indicated a statistically significant difference (at α = 0.05) favoring the experimental group in the post-measurement scores across the test, observation card, and digital fluency attitudes scale. The 3D learning environment demonstrated a large effect size in fostering scientific and engineering practices, with Eta-squared (η2) values of (0.35) and (0.39) respectively, and a medium effect size for digital fluency (η2 = 0.12). Furthermore, the findings revealed a significant impact of cognitive flexibility levels on the development of these skills, particularly benefiting students with higher cognitive flexibility, with effect sizes of (0.36), (0.38), and (0.62) respectively. Interestingly, no statistically significant interaction (at α = 0.05) was found between the teaching method and cognitive flexibility level in the post-measurements of the test, observation card, or digital fluency scale. Based on these findings, the study offers several recommendations and suggestions

Keywords


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