أثر توظيف الرحلات الافتراضية في تدريس مادة التاريخ في اكتساب مهارات التعلم الذاتي : طالبات الصف التاسع الأساسي في الأردن
This study aimed to reveal the effect of applying virtual tours in teaching history on acquiring self-learning skills among 9th grade female students in Jordan. This study employed an experimental method and quasi-experimental design, using a purposive sample of 55 9th-grade female students from the National Leaders Academy in the 4th Amman district. The sample was divided randomly into two groups: an experimental group (28 students) and a control group (27 students). A valid and reliable self-learning skills scale was used. The experimental group learned the third unit, "Jordan history and civilization in the Ayyubid and Mamluk eras," through immersive virtual tours featuring 3D images, audio, historical texts, and video clips. The control group received traditional instruction. The self-learning scale was administered before and after the unit, and analysis of variance (MANCOVA) compared the groups' learning skill scores. The study revealed a statistically significant effect at the level of (α=0.05) of applying virtual tours on the acquisition of self-learning skills among the 9th grade female students in Jordan. The study recommends applying virtual tours in teaching history to improve the acquisition of self-learning skills for 9th grade students, designing virtual trips and including it in social studies curricula and textbooks, and training social studies teachers on how to design, implement and evaluate virtual trips in the classroom. (Published abstract)