شبكة المعلومات العربية التربوية

The study aimed to measure the effectiveness of a 3D virtual environment (sloodle) in developing the practical skills in physics of second grade secondary students in Jeddah. In order to achieve the objectives of the study, the semiexperimental method was used. Two basic tools were used to achieve the objectives of the study; Cognitive testing (pre and post) to measure the cognitive aspect of practical experience skills, test performance and note card (pre and post) to measure the performance side of practical experience skills. The study sample consisted of 40 female secondary school students from the 56th secondary school in Jeddah. The study sample was divided into two groups: one was the experimental group that used the 3D virtual environment (sloodle), consisting of 20 students, the other representing the control group which used the traditional method and consisted of 20 students. The study proved the effectiveness of the 3D virtual environment (sloodle) in developing the cognitive aspect of the practical experience skills in the physics subject of second grade secondary students in Jeddah, in developing the practical side of the practical experiments skills and in developing the skills of the practical experiments in physics subject of second secondary students in Jeddah. The study found that there was a statistically significant difference at the mean level (α = 0.05) between the mean of the experimental group using a virtual environment (sloodle), which obtained an average of (15.50), and the average of the control group using the traditional method, which obtained an average of (11.15), in the post test of cognitive test of practical experiences skills for the benefit of the experimental group. The study found that there was a statistically significant difference at the mean level (α = 0.05) between the mean of the experimental group that uses a virtual environment (soodle) and got an average of (116.80), and the average score of the control group using the traditional method and got an average of Average of (85.55) in the post test of the performance test of practical test skills for the benefit of the experimental group. The study also found that there was no statistically significant difference (α = 0.05) between the mean of the experimental group using the 3D environment (sloodle) and the degree of proficiency (80%) in the practical test of the practical experiments skills. In the light of the results, the researcher presented a number of recommendations aimed at activating the practical experiences, including: Encourage educational institutions to use the virtual environment in the various courses, qualify the teachers and equip them with the required skills to employ 3D virtual environments in teaching of educational courses, especially physics teachers, and raising the awareness of the Ministry of Education of the importance of employing 3D virtual environments in the educational process and its effective impact on the level of learners. (Published Abstract)