International Journal of

ADVANCED AND APPLIED SCIENCES

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

Frequency: 12

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 Volume 12, Issue 7 (July 2025), Pages: 22-33

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 Original Research Paper

Impact of the 3-D simulation model strategy on students’ computer science learning at Northern Border University

 Author(s): 

 Mohammad H. Alharbi 1, Abdulbasit A. Darem 2, *

 Affiliation(s):

  1Department of Curriculum and Instructional Technologies, College of Humanities and Social Sciences, Northern Border University, Arar, Saudi Arabia
  2Center for Scientific Research and Entrepreneurship, Northern Border University, Arar 73213, Saudi Arabia

 Full text

    Full Text - PDF

 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0002-5650-1838

 Digital Object Identifier (DOI)

  https://doi.org/10.21833/ijaas.2025.07.003

 Abstract

This study examines the effects of 3-D simulation models on students’ learning outcomes, satisfaction, and motivation in a computer science course at Northern Border University. Seventy-two students were assigned to three groups: No 3-D Simulation (N3D), Premade 3-D Simulation (P3D), and Interactive 3-D Simulation (I3D). Learning outcomes were measured using posttests and retention tests, while satisfaction and motivation were assessed through surveys. The results showed no statistically significant differences in posttest or retention scores among the groups, although the P3D group performed slightly better. Students in the P3D and I3D groups reported higher satisfaction and motivation levels compared to the N3D group, but these differences were not statistically significant. A moderate effect size was observed between the N3D and P3D groups in retention scores, suggesting that premade 3-D simulations may help students retain complex content more effectively. These findings indicate that while 3-D simulations may not lead to significantly higher academic performance, they can enhance the learning experience by improving student engagement. Further research with larger samples is recommended to better understand the educational value of 3-D simulations.

 © 2025 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

 3-D simulations, Learning outcomes, Student motivation, Student satisfaction, Retention scores

 Article history

 Received 27 November 2024, Received in revised form 1 June 2025, Accepted 6 June 2025

 Acknowledgment

The authors extend their appreciation to the Deanship of Scientific Research at Northern Border University, Arar, KSA, for funding this research work through the project number NBU-FFR-2025-417-01. 

 Compliance with ethical standards

 Ethical considerations

This study was conducted in accordance with the ethical standards of the Northern Border University Institutional Review Board. Informed consent was obtained from all participants, and their confidentiality was maintained throughout the study.

 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:

 Alharbi MH and Darem AA (2025). Impact of the 3-D simulation model strategy on students’ computer science learning at Northern Border University. International Journal of Advanced and Applied Sciences, 12(7): 22-33

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 Figures

  Fig. 1  Fig. 2

 Tables

  Table 1  Table 2  Table 3  Table 4  Table 5  Table 6  Table 7 

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