Augmented reality is one of the key issues in the area of improving visual thinking in science courses such as Mathematics. Augmented reality also offers a significant and effective role in the educational process. The current study aimed to investigate the effect of augmented reality in improving visual thinking of 10th-grade students in mathematics in Jordan. To achieve the objectives of the study, the methodology used includes the application of the semi-experimental approach and augmented reality technology. The methodology used also includes preparing a test to measure visual thinking comprising (20) multiple-choice items used as a pre-and post-test, and its validity and reliability are verified. The study sample consists of (57) female students purposefully selected from the 10th-grade students at the Jerash Model Schools for the first semester of 2020/2021. The study sample is divided into two groups as follows: one is an experimental group consisting of (28) female students taught by the augmented reality technology, and the second is a control group consisting of (29) female students taught in the traditional method. The results of the study show that there are statistically significant differences at the level of (α = 0.05) in the development of visual thinking in favor of the experimental group students taught by the augmented reality technology. The study also shows that there are differences in the performance of the experimental group students in each skill of visual thinking.

The purpose of this study is to explore the impact of the use of a virtual three-dimensional learning environment in teaching Physics on the achievement of the 1st year secondary students and their attitudes toward it. This study was constructed on the quasi-experimental methodology. The study members were 60 students purposely selected from Jerash Secondary Comprehensive School for Boys and randomly divided into two groups as follows: 30 students as a control group and 30 students as an experimental group. To achieve the study's objectives, two instruments have been prepared: an achievement test and attitude scale. The instruments' validity and reliability have been assured as well. The study's results showed that there were significant differences at (α ≤ 0.05) between the arithmetic mean's degrees of the experimental and control groups in support of the experimental group. The F-value was (65.689) which means rejecting the null hypothesis of the study. In light of the results, the students' attitudes were positive and high with a of (0.27) and a mean degree of (3.93).