International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
line decor
  
line decor

 Volume 9, Issue 5 (May 2022), Pages: 146-155

----------------------------------------------

 Original Research Paper

 Title: Effectiveness of instructional digital platforms in the light of employing simulation models to develop learners' cognitive achievement

 Author(s): Khaled H. Almotairi 1, *, Waleed T. Elsigini 2, 3

 Affiliation(s):

 1Faculty of Computer and Information Systems, Umm Al-Qura University, Mecca, Saudi Arabia
 2Deanship of E-Learning and Distance Education, Umm Al-Qura University, Mecca, Saudi Arabia
 3Faculty of Education, Mansoura University, Mansoura, Egypt

  Full Text - PDF          XML

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-5961-183X

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2022.05.018

 Abstract:

The instructional digital platforms are one of the most successful ways used in introducing the instructional content at many universities around the world at the recent time. Some specialists began to think about the possibility of improving the quality of the instructional content and the interaction capabilities in these digital environments. Attention is drawn to the importance of integrating simulation models in these environments, as they are not designed for this purpose. The possibility of creating simulation models leads to effective learning and training in a safe environment. The purpose of this research is to define the effectiveness of instructional digital platforms in the light of employing simulation models to develop learners' cognitive achievement at Umm Al-Qura University. The study adopted a quasi-experimental design "one group pretest posttest." The participants of the study consisted of (25) students from common first-year students at Umm Al-Qura University in the academic year 2021/2022. The results of the statistical analysis of the data from the pre and post-application of the research tool (achievement test) revealed that there is a statistically significant difference at the level (0.01) between the mean scores of the students in the two applications in favor of the post-application, and the value of h2 is 0.83. This means a high effect size of the independent variable (i.e., instructional digital platforms in the light of employing simulation models) on the dependent variable (i.e., cognitive achievement). The study findings contribute to enhancing the instructional digital platforms design. It is considered an initial step for more scientific research in this field, which could contribute to developing students’ satisfaction with eLearning Systems. Moreover, the study helps decision-makers and stakeholders at higher education institutions to plan and reinforce students' achievements in e-learning environments effectively. 

 © 2022 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Digital platforms, Simulation models, Instructional design, Cognitive achievement, Higher education

 Article History: Received 28 December 2021, Received in revised form 10 March 2022, Accepted 10 March 2022

 Acknowledgment 

No Acknowledgment.

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Almotairi KH and Elsigini WT (2022). Effectiveness of instructional digital platforms in the light of employing simulation models to develop learners' cognitive achievement. International Journal of Advanced and Applied Sciences, 9(5): 146-155

 Permanent Link to this page

 Figures

 Fig. 1 Fig. 2 Fig. 3 Fig. 4 Fig. 5 Fig. 6 Fig. 7

 Tables

 Table 1 Table 2 Table 3

----------------------------------------------    

 References (23)

  1. Abd Aljawad A, Zahir A, and Saber M (2018). Integrating virtual reality tools with open source digital learning management software tools and its impact on developing e-course management skills. Journal of the College of Specific Education for Educational and Specific Studies, 4(1): 147-159. https://doi.org/10.21608/sjse.2018.57763
  2. Abu Alola LMH (2017). The effectiveness of time management resulting from using blackboard-software learning Taif University students. Journal of Arab Studies in Education and Psychology, 85: 363-396.
  3. Al-Anezi Y (2017). The effectiveness of using educational platforms Emodo for students majoring in mathematics and computer at the College of Basic Education in the State of Kuwait. Journal of the Faculty of Education, Assiut University, 33(6): 1-37. https://doi.org/10.21608/mfes.2017.106246
  4. Al-Ghamdi H (2019). The effectiveness of the immediate e-support pattern through the e-educational platforms in developing the skills of producing digital learning objects. Journal of Education Faculty, Assiut University, 35(6): 220-241. https://doi.org/10.21608/mfes.2019.103768 
  5. Alsalloum O and Radwan M (2013). A proposed model for creating interactive courses according to learning management system “Blackboard” at King Saud University, Saudi Arabia. Journal of Arab Gulf Mission, 95: 108-129.   [Google Scholar]
  6. Ardan W (2020). The impact of employing the electronic platform based on the use of the “Easy Class” website to develop reflective thinking and engage in learning among students in the College of Education at the University of Hail. Journal of Education Faculty, Mansoura university, 111(1): 125-171. https://doi.org/10.21608/maed.2010.140816
  7. Bogusevschi D, Muntean C, and Muntean GM (2020). Teaching and learning physics using 3D virtual learning environment: A case study of combined virtual reality and virtual laboratory in secondary school. Journal of Computers in Mathematics and Science Teaching, 39(1): 5-18.   [Google Scholar]
  8. Cowley L, Laven P, and Vollmer M (2005). Rings around the sun and moon: Coronae and diffraction. Physics Education, 40(1): 51. https://doi.org/10.1088/0031-9120/40/1/004   [Google Scholar]
  9. Homanova Z and Prextova T (2017). Educational networking platforms through the eyes of Czech primary school students. In the European Conference on e-Learning, Academic Conferences International Limited, Kidmore End, UK: 195-204.   [Google Scholar]
  10. Horton W (2011). E-learning by design. John Wiley and Sons, Hoboken, USA. https://doi.org/10.1002/9781118256039   [Google Scholar]
  11. Kim J, Park JH, and Shin S (2016). Effectiveness of simulation-based nursing education depending on fidelity: A meta-analysis. BMC Medical Education, 16(1): 1-8. https://doi.org/10.1186/s12909-016-0672-7   [Google Scholar] PMid:27215280 PMCid:PMC4877810
  12. Liu GZ (2008). Innovating research topics in learning technology: Where are the new blue oceans? British Journal of Educational Technology, 39(4): 738-747. https://doi.org/10.1111/j.1467-8535.2008.00851.x   [Google Scholar]
  13. Min R, Kommers P, Vos H, and Van Dijkum C (2000). A concept model for learning. Journal of Interactive Learning Research, 11(3): 485-506.   [Google Scholar]
  14. Moreno V, Cavazotte F, and Alves I (2017). Explaining university students’ effective use of e‐learning platforms. British Journal of Educational Technology, 48(4): 995-1009. https://doi.org/10.1111/bjet.12469   [Google Scholar]
  15. Reeves LE, Bolton E, Bulpitt M, Scott A, Tomey I, Gates M, and Baldock RA (2021). Use of augmented reality (AR) to aid bioscience education and enrich student experience. Research in Learning Technology, 29: 2572. https://doi.org/10.25304/rlt.v29.2572   [Google Scholar]
  16. Rehman N, Zhang W, Mahmood A, and Alam F (2021). Teaching physics with interactive computer simulation at secondary level. Cadernos de Educação Tecnologia e Sociedade, 14(1): 127-141. https://doi.org/10.14571/brajets.v14.n1.127-141   [Google Scholar]
  17. Rueda CJÁ, Godínes JCV, and Rudman PD (2018). Categorizing the educational affordances of 3 dimensional immersive digital environments. Journal of Information Technology Education. Innovations in Practice, 17: 83-112. https://doi.org/10.28945/4056   [Google Scholar]
  18. Shen YH (2018). Design of digital network shared learning platform based on SCORM standard. International Journal of Emerging Technologies in Learning, 13(7): 214-227. https://doi.org/10.3991/ijet.v13i07.8602   [Google Scholar]
  19. Stergioulas L, Abbasi M, Xydopoulos G, Fakhimi M, Margineanu R, Rifon LA, and Iglesias MJFF (2014). Evaluating e-learning platforms for schools: Use and usability, user acceptance, and impact on learning. In the IEEE 14th International Conference on Advanced Learning Technologies, IEEE, Athens, Greece: 19-21. https://doi.org/10.1109/ICALT.2014.16   [Google Scholar]
  20. Tekinarslan E (2009). Turkish university students’ perceptions of the world wide web as a learning tool: An investigation based on gender, socio-economic background, and web experience. The International Review of Research in Open and Distributed Learning, 10: 2. https://doi.org/10.19173/irrodl.v10i2.598   [Google Scholar]
  21. Weston T, Kosko K, Amador J, and Estapa A (2018). Preservice teachers’ questioning: Comparing platforms for practice-based teacher education. Journal of Technology and Teacher Education, 26(1): 149-172.   [Google Scholar]
  22. Widiyatmoko A (2018). The effectiveness of simulation in science learning on conceptual understanding: A literature review. Journal of International Development and Cooperation, 24(1): 35-43.   [Google Scholar]
  23. Zacharia Z and Anderson OR (2003). The effects of an interactive computer-based simulation prior to performing a laboratory inquiry-based experiment on students’ conceptual understanding of physics. American Journal of Physics, 71(6): 618-629. https://doi.org/10.1119/1.1566427   [Google Scholar]