Authors: Mohammad H. Alharbi 1, Abdulbasit A. Darem 2, *
Affiliations:
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
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.
3-D simulations, Learning outcomes, Student motivation, Student satisfaction, Retention scores
https://doi.org/10.21833/ijaas.2025.07.003
Alharbi, M. H., & Darem, A. A. (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. https://doi.org/10.21833/ijaas.2025.07.003