The Effect of the Different Styles Interactive 3D Objects Augmented Reality (Separated- Blended) in Blended Learning Environment on Development the Visual Thinking Skills in Mathematics Course among Female Secondary School Students

Abstract

The study aimed at revealing the Effect of the Different Styles Interactive 3D Objects Augmented Reality (Separated- Blended) in Blended Learning Environment on Development the Visual Thinking Skills in the Mathematics Course among Secondary School Students. The Study sample consisted (60) students from the Third secondary grade in Buraydah city. They were randomly divided into two experimental groups, each group included (30) students. Each group studied with one of the Style of Interactive Styles of display 3D objects (Separated – Blended) in augmented Reality in blended learning environment. The development study approach was used, based on the descriptive analytical approach, and the systemic development approach, in addition to the quasi-experimental approach. A test tool was developed to measure visual Thinking skills. The results showed statistically signification positive effect at the significance level (α ≤ 0.05) to the difference in the styles interactive 3D objects in augmented reality (separate- blended) in blended learning environment on the development of visual Thinking skills in favor of the first experimental group with the separate style, with a high effect size. In light of these results, the study came out with several recommendations, the most important of which are: benefiting from the styles of interactive 3D objects in augmented reality (separate- blended) in blended learning environment to develop visual thinking skills. Diversifying in building educational activities using interactive 3D styles within augmented reality environments.