الجولات الافتراضية وأثرها على التفكير البصري والتحصيل الدراسي لدى طلاب تكنولوجيا التعليم في كلية التربية بجامعة السلطان قابوس في سلطنة عمان
This research aims to perceive the impact of employing virtual tours on visual thinking and academic achievement. The study scrutinizes three types of virtual tours: virtual tours with images, videos and 3D. The research pursues the quasi-experimental approach, where the study population comprised o...
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my-usim-ddms-13226 |
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uketd_dc |
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Universiti Sains Islam Malaysia |
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USIM Institutional Repository |
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other |
| topic |
Virtual work Virtual work teams Academic achievement -- Oman |
| spellingShingle |
Virtual work Virtual work teams Academic achievement -- Oman يوسف بن خليفة بن فاضل الحراصي Yusuf ibn khalifah ibn Fadil al-Harasi الجولات الافتراضية وأثرها على التفكير البصري والتحصيل الدراسي لدى طلاب تكنولوجيا التعليم في كلية التربية بجامعة السلطان قابوس في سلطنة عمان |
| description |
This research aims to perceive the impact of employing virtual tours on visual thinking and academic achievement. The study scrutinizes three types of virtual tours: virtual tours with images, videos and 3D. The research pursues the quasi-experimental approach, where the study population comprised of educational technology students from Sultan Qaboos University. The research’s sample composed of (180) students who were divided into six experimental groups. Each group includes (30) students. The research’s instruments are represented in designing an interactive electronic program that enclose learning with images for the first group, video for the second group, and 3D for the third group. The experiment period lasted for three months. A test for cognitive achievement and another one for visual thinking were prepared formerly and later for the three groups. The research employed the following statistical processors: repeated measures test, one way Anova test, and independent sample tests. The results of the analysis revealed that there is statistically significant incongruity between the students' scores in the pre and posttests of cognitive achievement. In the first group (image), the effect size shows that 74% of variance is in favor of posttest, 82% in the second group (video) is in favor of posttest, and 90% in the third group (3D) is in favor of posttest. In the visual thinking test, the results also showed that 92% in the first group (image) is in favor of posttest, 70% in the second group (video) is in favor of posttest, and 83% in the third group (3D) is in favor of posttest. This portrays the effectiveness of the virtual tours of images, video and 3D. The results revealed out that the best virtual tours are the 3D tour, since the students who were taught in the 3D approach had a higher level of cognitive achievement (C=24.53) compared to the students who were taught by image approach (C=23.13). In the visual thinking test, the results manifested that there were statistically significant differences between the scores of the first experimental group (image) and the scores of the third experimental group (3D) in the posttest are in favor of the third experimental group (3D) (C=24.70). In the light of results obtained, the research recommends developing the use of virtual tour technology in learning, by virtue of its impact on learning for both scientific and applied aspects. |
| format |
Thesis |
| author |
يوسف بن خليفة بن فاضل الحراصي Yusuf ibn khalifah ibn Fadil al-Harasi |
| author_facet |
يوسف بن خليفة بن فاضل الحراصي Yusuf ibn khalifah ibn Fadil al-Harasi |
| author_sort |
يوسف بن خليفة بن فاضل الحراصي |
| title |
الجولات الافتراضية وأثرها على التفكير البصري والتحصيل الدراسي لدى طلاب تكنولوجيا التعليم في كلية التربية بجامعة السلطان قابوس في سلطنة عمان |
| title_short |
الجولات الافتراضية وأثرها على التفكير البصري والتحصيل الدراسي لدى طلاب تكنولوجيا التعليم في كلية التربية بجامعة السلطان قابوس في سلطنة عمان |
| title_full |
الجولات الافتراضية وأثرها على التفكير البصري والتحصيل الدراسي لدى طلاب تكنولوجيا التعليم في كلية التربية بجامعة السلطان قابوس في سلطنة عمان |
| title_fullStr |
الجولات الافتراضية وأثرها على التفكير البصري والتحصيل الدراسي لدى طلاب تكنولوجيا التعليم في كلية التربية بجامعة السلطان قابوس في سلطنة عمان |
| title_full_unstemmed |
الجولات الافتراضية وأثرها على التفكير البصري والتحصيل الدراسي لدى طلاب تكنولوجيا التعليم في كلية التربية بجامعة السلطان قابوس في سلطنة عمان |
| title_sort |
الجولات الافتراضية وأثرها على التفكير البصري والتحصيل الدراسي لدى طلاب تكنولوجيا التعليم في كلية التربية بجامعة السلطان قابوس في سلطنة عمان |
| granting_institution |
Universiti Sains Islam Malaysia |
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my-usim-ddms-132262024-05-29T20:25:28Z الجولات الافتراضية وأثرها على التفكير البصري والتحصيل الدراسي لدى طلاب تكنولوجيا التعليم في كلية التربية بجامعة السلطان قابوس في سلطنة عمان Al-jawlat al-iftiradiyyah wa atharuha 'ala al-tafkir al-basari wa al-tahsil al-dirasi lada tullab tiknulijiyya al-ta’lim fi kuliyyah al-tarbiyah bi-jami’at al-Sultan Qabus fi sultanah Oman يوسف بن خليفة بن فاضل الحراصي Yusuf ibn khalifah ibn Fadil al-Harasi This research aims to perceive the impact of employing virtual tours on visual thinking and academic achievement. The study scrutinizes three types of virtual tours: virtual tours with images, videos and 3D. The research pursues the quasi-experimental approach, where the study population comprised of educational technology students from Sultan Qaboos University. The research’s sample composed of (180) students who were divided into six experimental groups. Each group includes (30) students. The research’s instruments are represented in designing an interactive electronic program that enclose learning with images for the first group, video for the second group, and 3D for the third group. The experiment period lasted for three months. A test for cognitive achievement and another one for visual thinking were prepared formerly and later for the three groups. The research employed the following statistical processors: repeated measures test, one way Anova test, and independent sample tests. The results of the analysis revealed that there is statistically significant incongruity between the students' scores in the pre and posttests of cognitive achievement. In the first group (image), the effect size shows that 74% of variance is in favor of posttest, 82% in the second group (video) is in favor of posttest, and 90% in the third group (3D) is in favor of posttest. In the visual thinking test, the results also showed that 92% in the first group (image) is in favor of posttest, 70% in the second group (video) is in favor of posttest, and 83% in the third group (3D) is in favor of posttest. This portrays the effectiveness of the virtual tours of images, video and 3D. The results revealed out that the best virtual tours are the 3D tour, since the students who were taught in the 3D approach had a higher level of cognitive achievement (C=24.53) compared to the students who were taught by image approach (C=23.13). In the visual thinking test, the results manifested that there were statistically significant differences between the scores of the first experimental group (image) and the scores of the third experimental group (3D) in the posttest are in favor of the third experimental group (3D) (C=24.70). In the light of results obtained, the research recommends developing the use of virtual tour technology in learning, by virtue of its impact on learning for both scientific and applied aspects. Universiti Sains Islam Malaysia 2022-07 Thesis other https://oarep.usim.edu.my/handle/123456789/13226 https://oarep.usim.edu.my/bitstreams/848fd5cf-e6a6-4f48-bc1b-518dad23f625/download 8a4605be74aa9ea9d79846c1fba20a33 https://oarep.usim.edu.my/bitstreams/56a195cc-c40b-4a51-ae3a-351a8fa27db7/download 42ae4649be6728c58b4da5d5b0b13bdc https://oarep.usim.edu.my/bitstreams/74c74e95-f1bd-4d7a-839d-4feb6ced1730/download d3a3906a9c8e63762bdce290ceda3973 https://oarep.usim.edu.my/bitstreams/7f659271-d139-47ee-8e09-07fd03f91eb0/download 60a7bfb70c30e39532deabf4af687957 https://oarep.usim.edu.my/bitstreams/df0429e6-bd33-4b20-a0b6-7ce02f58c0bd/download b3f11d64f9d1323cf6cc6aef456417d5 https://oarep.usim.edu.my/bitstreams/d1cdc9ae-78a8-4962-8e90-563a78ae919d/download cc05b568f5d746e7f8fc6e2b1398b0d2 https://oarep.usim.edu.my/bitstreams/460cf888-c404-4a4f-b5d8-f3dad4f43722/download abffec659f2c7a1737069fa7a5da5fbf https://oarep.usim.edu.my/bitstreams/83c2e9d7-ea74-4f9c-8c99-1c29924545e1/download 8ec70e0cdf7c9a61686f19e0cc00b194 https://oarep.usim.edu.my/bitstreams/20969777-cef1-49dc-9d89-db67fabd6248/download 62e643f5b5e9945b87c9abab51a17ed8 https://oarep.usim.edu.my/bitstreams/2ef7ce8d-8d62-442d-9c88-defd4264eae0/download 263de8f14abe236e5dbc97ab5d56944a https://oarep.usim.edu.my/bitstreams/9dbe385e-42ce-4b8d-89e5-7c48c89024d5/download 68b329da9893e34099c7d8ad5cb9c940 https://oarep.usim.edu.my/bitstreams/80e73a78-7550-49c3-b320-e8cfd2485b1c/download ee0465312934805c4832522f9bf002c7 https://oarep.usim.edu.my/bitstreams/c1d073bb-fcd5-4221-b342-73935de02699/download d684bfde2f1c7a1bb5a6b5e61aca5c93 https://oarep.usim.edu.my/bitstreams/1fbbe254-90f0-4c29-bfb4-8ce06e7be467/download bb150111973efa8e946e3d5aefc09da7 https://oarep.usim.edu.my/bitstreams/97ec3760-3fc0-4927-a987-40214fd90a46/download 74de98bbff221e9a4604272090b653bf https://oarep.usim.edu.my/bitstreams/f75452ec-684c-4c4d-adb9-630f3d50c4c0/download bdb8f19d0bf72168f0d7c7857fe91eb0 https://oarep.usim.edu.my/bitstreams/335d31c8-300a-49f0-ad12-f6522e0db5a3/download cd939ab6b445b79ea9ddff41097d2145 https://oarep.usim.edu.my/bitstreams/8ff73fde-22d1-49ff-be5c-ae4426469c33/download d5c77bd651f9b7af5ecdf3e9c1c53492 https://oarep.usim.edu.my/bitstreams/e7135ff7-0126-4338-a02c-5848b5b69fca/download 756015f69ada222909a3c77695c60f06 Virtual work Virtual work teams Academic achievement -- Oman |