Science learning in 3D virtual environment multi-users online in basic education stage

Shudayfat, Eman Ahmad; Alsalhi, Najeh Rajeh

doi:10.29333/ejmste/12809

Cited by 11 publications

(5 citation statements)

References 37 publications

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“…Moreover, the use of 3D cancer spheroid models has received attention for their potential applications in drug-screening assessments, indicating their value in enhancing students' understanding of cancer cell behavior and drug delivery (Lee & Kim, 2021). These ndings align with the recommendation to use 3D virtual environments in science education, highlighting the broad applicability of 3D models in enhancing students' learning experiences (Shudayfat & Alsalhi, 2023).…”

Section: Introductionmentioning

confidence: 69%

Using 3-dimensional Models as Teaching Tools in Science Education for Elementary School Students

Aslan,

Avcı,

Gökçü

2024

Preprint

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This research aims to identify the concepts that elementary school students struggle to understand in their science classes and to overcome these difficulties by utilizing a design thinking model. Specifically, the impact of instructional methods based on the use of 3D models on students' academic achievements has been examined. Additionally, students' opinions on the use of solid 3D models in the classroom were collected. The study adopted a mixed method approach. The sample of the research consists of 3rd grade (N=31) and 4th grade (N=29) students attending an elementary school in the Akçaabat district of Trabzon province. This study used a mixed-method research design. Accordingly, in the "Empathy" phase based on the design thinking model, the concepts in the science course units that elementary school students found difficult to understand were identified through the "Teacher Opinion Form" prepared by the researchers, collecting views from 20 classroom teachers. Subsequently, statistical, and descriptive analyses of the teachers' responses were conducted, determining that the leading concepts students struggled with were "The Structure of the Earth" for the 3rd grade level and "The Structure of the Earth's Crust" for the 4th grade level. In the "Define the Problem" and "Ideation" phases of the Design Thinking Model (DTM) model, the researchers decided which three-dimensional models could be designed for teaching these topics. Initial two-dimensional drawings were made, and designs were developed using 3D pens in the "Prototype Development" phase. The computer-based drawings of the pre-designed models were completed, and prints were obtained from 3D printers. Before using the final models in the lessons, a "Concept Achievement Test" consisting of 10 questions each was administered as a pre-test to the students. One week after the pre-test application, the teaching process using the final models was conducted by the researchers. Three days after the interactive use of the 3D models in the classroom, the post-tests were administered. In the post-test, students were also asked two open-ended questions about their opinions on the use of 3D models in science classes. The research findings indicate that the lessons conducted using the design thinking model and 3D modeling had a significant effect on the students' understanding of science topics. A comparison of pre-test and post-test results revealed a statistically significant improvement favoring the post-test for both 3rd grade (t=-5.005; p<.05) and 4th grade (t=-2.813; p<.05) students. The use of models facilitated the students' learning processes and helped them better understand the concepts at both grade levels. Moreover, by making the lessons more fun and interactive, they increased students' interest in science. The results of the research demonstrate that the design thinking approach and three-dimensional models enhance understanding and comprehension levels in elementary school science classes. These findings can serve as an important resource for educators and policymakers in developing teaching methods that support active learning processes and encourage conceptual understanding. It is also suggested that the applicability of such innovative teaching strategies in other subjects should be explored.

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Section: Introductionmentioning

confidence: 69%

Using 3-dimensional Models as Teaching Tools in Science Education for Elementary School Students

Aslan,

Avcı,

Gökçü

2024

Preprint

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“…The problem-based 3D virtual environments encourage students to learn by active participation, develop individual problem-solving skills, and share their ideas with peers (Phungsuk et al, 2017). Using a 3D virtual environment in science education has positive effects on student learning outcomes (Shudayfat & Alsalhi, 2023). Similar to our second conclusion, Aslan and Duruhan (2021) found that virtual learning environments designed based on the problem-based learning approach are more efficient in enhancing students' academic success and problem-solving skills compared to traditional methods in science lessons.…”

Section: Discussionmentioning

confidence: 99%

Comparison of the effects of PBL in 3D virtual environment and F2F on learning and spatial skills

Küçük - Avcı,

Akgün,

Balkan - Kıyıcı

2024

Educ Inf Technol

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This study aimed to juxtapose the impacts of the Problem-Based Learning (PBL) methodology implemented within a three-dimensional (3D) virtual environment against PBL in a conventional face-to-face setting, along with a control group, on students' learning performance, conceptual comprehension, and spatial aptitude. The investigation concentrated on the structure of matter within a seventh-grade science curriculum, encompassing a cohort of 79 students enrolled in the course. The study was conducted under a mixed methods experimental design and comprised three distinct groups: two experimental groups (E1; E2) and one control group (C). The instructional intervention in the E1 group involved utilizing a 3D virtual environment grounded in the problem-based learning method, whereas the E2 group underwent face-to-face instruction employing worksheets derived from problem-based learning. In contrast, the control group received traditional direct instruction from the science teacher through lectures, demonstrations, and question-and-answer sessions, all focusing on the same topic. Pretests and posttests were administered to the participants before and after the experimental interventions, assessing conceptual understanding, spatial visualization, and mental rotation. Additionally, learning tasks completed by the E1 and E2 groups were evaluated using rubrics to assess learning performance. Subsequent to the post-test, individual semi-structured interviews were conducted with randomly selected students from the E1 group. The results indicated that instruction within the problem-based 3D virtual environment significantly enhanced students' learning performance, conceptual understanding, spatial visualization, and mental rotation skills compared to the other instructional conditions.

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“…Within the context of IBL, Peffer et al (2015) and Shudayfat and Alsalhi (2023) found that the use of CSs in the classroom provided students with new opportunities to learn science in practice, permitting them to undertake investigative activities that are typically not doable in the classroom, along with equipping teachers and students' greater flexibility to perform scientifically realistic inquiries. Banda and Nzabahimana (2021) found that using PhET simulations effectively improves students' physics conceptual understanding.…”

Section: Computer Simulations and Inquiry-based Learningmentioning

confidence: 99%

The effect of computer simulations on students’ conceptual and procedural understanding of Newton’s second law of motion

Alabidi

AlArabi

Tairab

et al. 2023

EURASIA J Math Sci Tech Ed

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This study aims to assess the impact of computer simulations (CSs) within an inquiry-based learning (IBL) environment on grade 11 students’ performance in Newton’s second law of motion (NSLOM). The study sample consisted of 90 male and female students selected from a population of two public schools in Al Ain city in United Arab Emirates (UAE). The study employed a pre- and post-test quasi-experimental design involving four equally distributed grade 11 physics classes: two as experimental groups (EGs) (including 45 CS-bound students studying under scientific inquiry instructions) and the other two as control groups (including 45 CSs-free students studying under traditional face-to-face instructions). Newton’s second law of motion achievement test (NSLMAT) was used to evaluate students’ performance in NSLOM. Descriptive analysis was conducted using effect sizes and a paired-sample t-test. Overall, results suggested that, compared to face-to-face instruction, CSs were more successful in promoting students’ understanding of NSLOM topics.<b> </b>Moreover, EGs showed noticeable conceptual and procedural performance gains. The results indicated that CSs within an IBL environment helped female (d=2.10) and male (d=2.94) students better understand NSLOM conceptual topics. CSs within an IBL environment also helped male (d=0.88) and female (d=0.72) students better understand NSLOM. Finally, if properly designed, CSs within an IBL environment can significantly improve student learning of NSLOM. Therefore, the study recommends creating a supportive learning environment to encourage the use of CSs for purposes other than information presentation. Incorporating simulations into practical activities, problem-solving exercises, or group discussions could improve students’ critical thinking and problem-solving abilities. Allowing students to practice using the simulation before implementing it in actual learning activities is also crucial.

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Science learning in 3D virtual environment multi-users online in basic education stage

Cited by 11 publications

References 37 publications

Using 3-dimensional Models as Teaching Tools in Science Education for Elementary School Students

Using 3-dimensional Models as Teaching Tools in Science Education for Elementary School Students

Comparison of the effects of PBL in 3D virtual environment and F2F on learning and spatial skills

The effect of computer simulations on students’ conceptual and procedural understanding of Newton’s second law of motion

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