فاعلية استخدام تقنية الواقع المعزز في تنمية التفكير الفراغي و المفاهيم العلمية في مقرر الكيمياء لدى طالبات المرحلة الثانوية في المدينة المنورة

الملخص EN

The study aimed to investigate the effectiveness of using augmented reality technology in developing spatial thinking and scientific concepts in a chemistry course unit among secondary school female students in the first grade of secondary school.

The study adopted the quasi-experimental approach.

The study instruments consisted of the Scientific Concept Test and Spatial Thinking Scale.

The study community included all secondary school female students in Al-Madinah Al-Munawwarah in the second semester of 1442A.H and the sample consisted of (60) female students.

The sample was chosen randomly and divided into two groups; the first group is experimental and included (30) female students who studied the course using augmented reality technology, and the second group is the control group and it included (30) female students who studied using the traditional method.

In order to achieve the study objectives, the experimental treatment materials were designed and the study instruments were post-and pre-applied to the two groups, and the study experiment was implemented and the appropriate statistical treatments were performed which included the (t) test, arithmetic means, standard deviations, and the Kolmogorov-Smirnov test.

The study results showed the effectiveness of using augmented reality technology in the development of spatial thinking and scientific concepts and the superiority of the experimental group students.

Based on the foregoing results, the researcher recommended striving to design applications based on augmented reality to clarify abstract concepts such as atoms and the need to pay attention to the development of spatial thinking among learners by linking them to educational courses that depend on concepts based on imagining shapes in space.