أثر المختبر الافتراضي على الدافعية للإنجاز الدراسي لدى طلاب المرحلة الثانوية في مقرر الكيمياء
الكلمات المفتاحية:
المختبر الافتراضية، الدافعية للإنجاز، مقرر الكيمياء
الملخص
هدفت الدراسة إلى معرفة أثر استخدام المختبر الافتراضي على الدافعية للإنجاز لدى طلاب المرحلة الثانوية في مقرر الكيمياء مقارنة بالطريقة التقليدية، وقد اعتمدت المنهج شبه التجريبي بتقسيم الطلاب إلى مجموعتين: تجريبية استخدمت المختبر الافتراضي وضابطة استخدمت الطريقة التقليدية، وجرى قياس الدافعية للإنجاز الدراسي قبل وبعد التجربة لمقارنة النتائج. وأظهرت النتائج أن استخدام المختبر الافتراضي كان له أثر إيجابي في زيادة ورفع الدافعية للإنجاز الدراسي لدى طلاب الصف الثاني الثانوي في مقرر الكيمياء، وكانت نتائجه أفضل من استخدام المختبر التقليدي، حيث قدم الدروس بطريقة جذابة وشيقة وساعد على زيادة الدافعية للإنجاز الدراسي لدى الطلاب؛ وبناءً على هذه النتائج، أوصت الدراسة بضرورة تجهيز مختبرات الكيمياء بالتقنيات الحديثة واستخدامها في التدريس، وإعداد برامج تدريبية مكثفة للمعلمين، وإعداد أدلة إرشادية حول استخدام المختبرات الافتراضية، والتوسع في استخدامها في تدريس مقررات الكيمياء لجميع المراحل نظرًا لفعاليتها الكبيرة.
المراجع
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3. الجوير، ي. ف. (2008). أثر استخدام المختبرات المحوسبة وبرامج المحاكاة على تحصيل طلاب المرحلة الثانوية واتجاهاتهم نحو مادة الكيمياء (رسالة ماجستير غير منشورة). جامعة الملك سعود، الرياض، السعودية.
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9. Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review. International Journal of Interactive Mobile Technologies (iJIM), 18(7), 188-212. https://doi.org/10.3991/ijim.v18i07.45335
10. Al-Hafdi, F. S., & AlNajdi, S. M. (2024). The effectiveness of using chatbot-based environment on learning process, students’ performances and perceptions: A mixed exploratory study. Education and Information Technologies, 29(15), 20633-20664. https://doi.org/10.1007/s10639-024-12671-6
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13. Alhalafawy, W. S., & Zaki, M. Z. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), pp. 107-123. https://doi.org/10.3991/ijim.v13i08.10725
14. Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. international Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151. https://doi.org/https://doi.org/10.3991/ijet.v17i06.28885
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16. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. H. (2021). Design an Adaptive Mobile Scaffolding System According to Students’ Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 15(13), pp. 108-127. https://doi.org/10.3991/ijim.v15i13.21253
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19. Al-Halfawi, W. S., & Tawfik, M. Z. (2020). Educational Technology Innovations 2.0: Models to Support Sustainable Education. Cairo: Art House for Publishing and Distribution.
20. Al-Halfawi, W., & Zaki, M. (2015). Educational Technology from Traditional to Digital, Jeddah. King Abdulaziz University Press, Scientific Publishing Center.
21. Al-Nasheri, A. A., & Alhalafawy, W. S. (2023). Opportunities and Challenges of Using Micro-learning during the Pandemic of COVID-19 from the Perspectives of Teachers. Journal for ReAttach Therapy and Developmental Diversities, 6(9s), 1195-1208.
22. Al-Nasr, K. (2016). Comparing traditional and virtual labs in physics education: A study on academic performance. International Journal of STEM Education, 3(1), 1-12.
23. Alnimran, F. M., & alhalafawy, w. s. (2024). Qualitative Exploration of the Opportunities and Challenges of Online Training According to the Behavioral Intention Variables of the Most Trained Teachers During the COVID-19 Pandemic. Journal of Infrastructure, Policy and Development, 8(8), 4837. https://doi.org/10.24294/jipd.v8i8.4837
24. Alrashedi, N. T., Alsulami, S. M. H., Flatah, A. I., Najmi, A. H., & Alhalafawy, W. S. (2024). The Effects of Gamified Platforms on Enhancing Learners’ Ambition. Journal of Ecohumanism, 3(8), 3393-3304. https://doi.org/10.62754/joe.v3i8.5004
25. Alrashedi, N. T., Najmi, A. H., & Alhalafawy, W. S. (2024). Utilising Gamification to Enhance Ambition on Digital Platforms: An Examination of Faculty Members Perspectives in Times of Crisis. Journal of Ecohumanism, 3(8), 3404-3416. https://doi.org/10.62754/joe.v3i8.5003
26. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Non-Stop Educational Support: Exploring the Opportunities and Challenges of Intelligent Chatbots Use to Support Learners from the Viewpoint of Practitioner Educators. Journal of Ecohumanism, 3(3), 212-229. https://doi.org/10.62754/joe.v3i3.3331
27. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). Chatbots in Education. In S. Papadakis & M. Kalogiannakis (Eds.), Empowering STEM Educators With Digital Tools (1 ed., pp. 137-154). IGI Global Scientific Publishing, Hershey, USA. https://doi.org/10.4018/979-8-3693-9806-7.ch006
28. Alshammary, F. M., & Alhalafawy, W. S. (2022). Sustaining Enhancement of Learning Outcomes across Digital Platforms during the COVID-19 Pandemic: A Systematic Review. Journal of Positive School Psychology, 6(9), 2279-2301.
29. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1305. https://doi.org/https://doi.org/10.3390/su15021305
30. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
31. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. https://doi.org/10.30819/cmse.6-2.05
32. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members Perspectives. Sustainability, 15(5), 4613. https://doi.org/doi.org/10.3390/su15054613
33. Ayas, A., & Tatli, Z. (2013). Virtual laboratory applications in chemistry education: A meta-analysis of student motivation and achievement. Educational Technology Research and Development, 61(5), 699–721.
34. Azmy, N., Alhalafawy, W., & Anwar, R. (2014). Virtual educational tours. Interactive learning environments, 495-545.
35. Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & education, 87, 218-237. https://doi.org/https://doi.org/10.1016/j.compedu.2015.07.003
36. Byukusenge, C., & Hérault, F. (2023). Effectiveness of Virtual Laboratories in Teaching and Learning Biology: A Review of Literature. International Journal of Learning, Teaching and Educational Research, 22(1), 1–18.
37. Ibrahim, H. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ethnographic Insights of Educational Digital Life Behaviours: A Study of Affluent Schools. Journal of Ecohumanism, 3(7), 4413-4428. https://doi.org/10.62754/joe.v3i7.4556
38. Kennicutt, R., Keeney, S., Cifuentes, L., & Merchant, Z. (2011). The impact of virtual chemistry labs on student motivation and academic performance. Journal of Chemical Education, 88(7), 862-868.
39. Muhammad, A.-H. W. S., & Zaki, Z. (2018). The effectiveness of mobile applications in enhancing national belonging among some young people in the Kingdom of Saudi Arabia. The Egyptian Journal of Specialized Studies,(19), 223-249.
40. Najmi, A. H., Alameer, Y. R., & Alhalafawy, W. S. (2024). Exploring the Enablers of IoT in Education: A Qualitative Analysis of Expert Tweets. Journal of Infrastructure, Policy and Development, 8(10), 5079. https://doi.org/10.24294/jipd.v8i10.5079
41. Najmi, A. H., Alhalafawy, W. S., & Zaki, M. Z. T. (2023). Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction. Sustainability, 15(4), 3185. https://doi.org/https://doi.org/10.3390/su15043185
42. Saleem, R. Y., Zaki, M. Z., & Alhalafawy, W. S. (2024). Improving awareness of foreign domestic workers during the COVID-19 pandemic using infographics: An experience during the crisis. Journal of Infrastructure, Policy and Development, 8(5), 4157. https://doi.org/10.24294/jipd.v8i5.4157
43. Uwamahoro, F., Nizeyimana, G., & Nsanganwimana, J. (2023). Investigating the effect of virtual laboratories on students’ academic performance and attitudes towards learning biology. Education and Information Technologies, 28(10), 12351–12370.
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45. Zaki, M. Z. T., El-Refai, W. Y., Alharthi, M. A., Al-Hafdi, F. S., Najmi, A. H., Bakey, F. M. A. E., & Alhalafawy, W. S. (2024). The Effect of Mobile Search Retrieval Types on Self-Regulated Learning Among Middle School Students. Journal of Ecohumanism, 3(8). https://doi.org/10.62754/joe.v3i8.5005
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2. الساكر، م. (2015). دافعية الإنجاز وأثرها في بناء الفرد والمجتمع. مجلة العلوم التربوية والنفسية، 10(2)، 45-60.
3. الجوير، ي. ف. (2008). أثر استخدام المختبرات المحوسبة وبرامج المحاكاة على تحصيل طلاب المرحلة الثانوية واتجاهاتهم نحو مادة الكيمياء (رسالة ماجستير غير منشورة). جامعة الملك سعود، الرياض، السعودية.
4. هزاع، ن.، وقطب، س. (2013). فاعلية استخدام المعامل الافتراضية في التحصيل الدراسي لطلاب المرحلة الثانوية في مقرر الفيزياء بمحافظة جدة. مجلة التربية العلمية، 8(4)، 75-92.
5. الرفيعي، ب. ب. م. (2021). فاعلية المختبرات الافتراضية في ظل التعليم عن بعد في تنمية مهارات الأداء المعملي لدى طالبات المرحلة الثانوية في الكيمياء (رسالة ماجستير غير منشورة). جامعة الملك سعود، الرياض، السعودية.
6. البياتي، م (2006). الأبعاد العملية والتطبيقية في التعليم الإلكتروني. الشبكة العربية للتعليم المفتوح والتعليم عن بعد.
7. Alanzi, N. S., & Alhalafawy, W. S. (2022a). Investigation The Requirements For Implementing Digital Platforms During Emergencies From The Point Of View Of Faculty Members: Qualitative Research. Journal of Positive School Psychology (JPSP), 9(6), 4910-4920.
8. Alanzi, N. S., & Alhalafawy, W. S. (2022b). A Proposed Model for Employing Digital Platforms in Developing the Motivation for Achievement Among Students of Higher Education During Emergencies. Journal of Positive School Psychology (JPSP), 6(9), 4921-4933.
9. Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review. International Journal of Interactive Mobile Technologies (iJIM), 18(7), 188-212. https://doi.org/10.3991/ijim.v18i07.45335
10. Al-Hafdi, F. S., & AlNajdi, S. M. (2024). The effectiveness of using chatbot-based environment on learning process, students’ performances and perceptions: A mixed exploratory study. Education and Information Technologies, 29(15), 20633-20664. https://doi.org/10.1007/s10639-024-12671-6
11. Al-Halafawi, W. S. M. (2011). E-learning, innovative applications. Cairo, Egypt: Dar Al-Fikr Al-Arabi 0.
12. Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.
13. Alhalafawy, W. S., & Zaki, M. Z. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), pp. 107-123. https://doi.org/10.3991/ijim.v13i08.10725
14. Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. international Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151. https://doi.org/https://doi.org/10.3991/ijet.v17i06.28885
15. Alhalafawy, W. S., & Zaki, M. Z. (2024). The impact of augmented reality technology on the psychological resilience of secondary school students during educational crises. Ajman Journal of Studies & Research, 23(1).
16. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. H. (2021). Design an Adaptive Mobile Scaffolding System According to Students’ Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 15(13), pp. 108-127. https://doi.org/10.3991/ijim.v15i13.21253
17. Al-Halfawi, W. (2006). Educational technology innovations in the information age. Amman: Zarqa House for Distribution and Publishing, 126.
18. Al-Halfawi, W. S. (2009). Designing an e-learning system based on some web applications and its effectiveness in developing cognitive achievement, innovative thinking and the trend towards its use by the educational technology student. Journal of Educational Technology, 19(4), 63-158.
19. Al-Halfawi, W. S., & Tawfik, M. Z. (2020). Educational Technology Innovations 2.0: Models to Support Sustainable Education. Cairo: Art House for Publishing and Distribution.
20. Al-Halfawi, W., & Zaki, M. (2015). Educational Technology from Traditional to Digital, Jeddah. King Abdulaziz University Press, Scientific Publishing Center.
21. Al-Nasheri, A. A., & Alhalafawy, W. S. (2023). Opportunities and Challenges of Using Micro-learning during the Pandemic of COVID-19 from the Perspectives of Teachers. Journal for ReAttach Therapy and Developmental Diversities, 6(9s), 1195-1208.
22. Al-Nasr, K. (2016). Comparing traditional and virtual labs in physics education: A study on academic performance. International Journal of STEM Education, 3(1), 1-12.
23. Alnimran, F. M., & alhalafawy, w. s. (2024). Qualitative Exploration of the Opportunities and Challenges of Online Training According to the Behavioral Intention Variables of the Most Trained Teachers During the COVID-19 Pandemic. Journal of Infrastructure, Policy and Development, 8(8), 4837. https://doi.org/10.24294/jipd.v8i8.4837
24. Alrashedi, N. T., Alsulami, S. M. H., Flatah, A. I., Najmi, A. H., & Alhalafawy, W. S. (2024). The Effects of Gamified Platforms on Enhancing Learners’ Ambition. Journal of Ecohumanism, 3(8), 3393-3304. https://doi.org/10.62754/joe.v3i8.5004
25. Alrashedi, N. T., Najmi, A. H., & Alhalafawy, W. S. (2024). Utilising Gamification to Enhance Ambition on Digital Platforms: An Examination of Faculty Members Perspectives in Times of Crisis. Journal of Ecohumanism, 3(8), 3404-3416. https://doi.org/10.62754/joe.v3i8.5003
26. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Non-Stop Educational Support: Exploring the Opportunities and Challenges of Intelligent Chatbots Use to Support Learners from the Viewpoint of Practitioner Educators. Journal of Ecohumanism, 3(3), 212-229. https://doi.org/10.62754/joe.v3i3.3331
27. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). Chatbots in Education. In S. Papadakis & M. Kalogiannakis (Eds.), Empowering STEM Educators With Digital Tools (1 ed., pp. 137-154). IGI Global Scientific Publishing, Hershey, USA. https://doi.org/10.4018/979-8-3693-9806-7.ch006
28. Alshammary, F. M., & Alhalafawy, W. S. (2022). Sustaining Enhancement of Learning Outcomes across Digital Platforms during the COVID-19 Pandemic: A Systematic Review. Journal of Positive School Psychology, 6(9), 2279-2301.
29. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1305. https://doi.org/https://doi.org/10.3390/su15021305
30. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
31. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. https://doi.org/10.30819/cmse.6-2.05
32. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members Perspectives. Sustainability, 15(5), 4613. https://doi.org/doi.org/10.3390/su15054613
33. Ayas, A., & Tatli, Z. (2013). Virtual laboratory applications in chemistry education: A meta-analysis of student motivation and achievement. Educational Technology Research and Development, 61(5), 699–721.
34. Azmy, N., Alhalafawy, W., & Anwar, R. (2014). Virtual educational tours. Interactive learning environments, 495-545.
35. Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & education, 87, 218-237. https://doi.org/https://doi.org/10.1016/j.compedu.2015.07.003
36. Byukusenge, C., & Hérault, F. (2023). Effectiveness of Virtual Laboratories in Teaching and Learning Biology: A Review of Literature. International Journal of Learning, Teaching and Educational Research, 22(1), 1–18.
37. Ibrahim, H. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ethnographic Insights of Educational Digital Life Behaviours: A Study of Affluent Schools. Journal of Ecohumanism, 3(7), 4413-4428. https://doi.org/10.62754/joe.v3i7.4556
38. Kennicutt, R., Keeney, S., Cifuentes, L., & Merchant, Z. (2011). The impact of virtual chemistry labs on student motivation and academic performance. Journal of Chemical Education, 88(7), 862-868.
39. Muhammad, A.-H. W. S., & Zaki, Z. (2018). The effectiveness of mobile applications in enhancing national belonging among some young people in the Kingdom of Saudi Arabia. The Egyptian Journal of Specialized Studies,(19), 223-249.
40. Najmi, A. H., Alameer, Y. R., & Alhalafawy, W. S. (2024). Exploring the Enablers of IoT in Education: A Qualitative Analysis of Expert Tweets. Journal of Infrastructure, Policy and Development, 8(10), 5079. https://doi.org/10.24294/jipd.v8i10.5079
41. Najmi, A. H., Alhalafawy, W. S., & Zaki, M. Z. T. (2023). Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction. Sustainability, 15(4), 3185. https://doi.org/https://doi.org/10.3390/su15043185
42. Saleem, R. Y., Zaki, M. Z., & Alhalafawy, W. S. (2024). Improving awareness of foreign domestic workers during the COVID-19 pandemic using infographics: An experience during the crisis. Journal of Infrastructure, Policy and Development, 8(5), 4157. https://doi.org/10.24294/jipd.v8i5.4157
43. Uwamahoro, F., Nizeyimana, G., & Nsanganwimana, J. (2023). Investigating the effect of virtual laboratories on students’ academic performance and attitudes towards learning biology. Education and Information Technologies, 28(10), 12351–12370.
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منشور
2025-05-23
كيفية الاقتباس
فهيد عبدالرحمن صالح الزايدي. (2025). أثر المختبر الافتراضي على الدافعية للإنجاز الدراسي لدى طلاب المرحلة الثانوية في مقرر الكيمياء . Journal of Arts, Literature, Humanities and Social Sciences, (120), 171-186. https://doi.org/10.33193/JALHSS.120.2025.1422
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القسم
المقالات
الحقوق الفكرية (c) 2025 فهيد عبدالرحمن صالح الزايدي
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