This work aims to study the impact of the use of the interactive simulation eduMedia, on the understanding and learning of Moroccan students in the qualifying secondary of the second year of the scientific baccalaureate option physical sciences at the high school Abdellah Laroui of the city of Fez. Using the pre-test and post-test methodology with a simulation group (24 students) and an experiment group (24 students) during the school year 2021-2022, the data were then analyzed using the IBM SPSS 21 statistical analysis program, for the analysis of quantitative data, Mann-Whitney U tests of independent samples were used. The results of the descriptive statistics show that the use of interactive simulation and laboratory experiments achieve similar objectives in the study of light waves. At the end of the session, we invited the students of the simulation group to answer the survey questions, moreover, the qualitative data were processed by the SPHINX v5 software. In addition, through interviews, we asked the six teachers to give their opinions on the use of simulation in learning, the results obtained showed a considerable improvement in some other indicators such as motivation and interaction between students compared to the classical method. The results of this research aim to better understand the opinion of teachers and students on the integration of interactive simulations in the school curriculum and may encourage the authorities of the Ministry of National Education, Vocational Training to adopt the interactive simulation program.
In this paper, we are interested in the study of the use of the Electronics Workbench (EWB) simulator in the study of amplitude modulation and demodulation. We conducted a study with 50 Moroccan students in the second year of the scientific baccalaureate option physical sciences at the high school Abdellah Laroui of the city of Fez. Using the pre-test and post-test methodology with an experimental group (25 students) and a control group (25 students). The results of the two groups are analyzed using the student t-test. The results obtained in the post-test show that the average of the test administered to both groups, control (MG-Con) and experimental (MG-Exp), found a non-significant difference (MG-Exp - MG-Con = 15,36- 15,08 = 0,28 > 0. In addition, using interviews, we asked students and teachers to give their opinions on questions about the use of the Electronics Workbench (EWB) simulator in learning. The results obtained show that the laboratory experiments cannot replace the simulator (EWB) which can be used as an alternative pedagogical means to help students understand the concepts in electricity.
The integration of Information and Communication Technologies in education is no longer a "pedagogical luxury" also a search for human learning settings that are compatible with today's students' experiences. Computer animations and simulations are the most used technological tools for educational purposes, especially with the lack of experimental equipment in school laboratories, the use of interactive simulations has emerged as a real competitor to the real experience, and an effective alternative to traditional practices. This work aims to study the impact of the use of the simulator crocodile Physics 605, on the understanding and learning of students in the second year of the scientific baccalaureate option physical sciences at the high school Abdellah Laroui of the city of Fez. A comparative study was conducted between interactive simulations using the Physics crocodile simulator and the real experience, considering the acquisition and application of cognitive skills as a key performance indicator. The experiment took place with the adoption of a pre-test and post-test method with an experiment group (25 students) and a simulation group (25 students), the data were then analyzed using the statistical analysis program SPSS v 21, for the analysis of quantitative data, non-parametric Mann-Whitney U tests of independent samples were used. At the end of the session, we invited the students of the simulation group (25 students) to answer on the directive survey questions (closed questions). In addition, the directive type interview (open questions) was conducted with the teachers (10) of physical sciences of the high school Abdellah Laroui of the city of Fez, moreover the data were processed by the software SPHINX v5. The results of the descriptive statistics show that the Physics crocodile simulator has a remarkable effect on the acquisition and application of new knowledge in the lesson on the RC dipole (series association of an ohmic conductor of resistance R and a capacitor of capacitance C); these effects are comparable to those in the real experiment. In addition, the results obtained showed a considerable improvement in some other indicators such as motivation, engagement, and interaction among students compared to the classical method.
One of the most attractive instruments in science education is digital simulation. The investigations were conducted utilizing a pre-test and post-test methodology with Moroccan students enrolled in the second year of the natural sciences option secondary certificate at the Abdellah Laroui High School in the city of Fez. In this paper, we assess the effects of including a digital simulation on high school students’ understanding of RLC (a linear circuit containing an electrical resistance, an inductor, and a capacitor) (25 students). There is a substantial difference between the means of the tests administered to the control (M-Cont) and experimental (M-Exp) classes (M-Exp-M-Cont=15.32–3.08=2.24>0), based on a student’s analysis of the two classes’ test scores using a t-test. This study found that using a digital simulation in an educational setting allows for the acknowledgment of the added value and has a favorable impact on student learning, notably in the study of free oscillations in an RLC circuit.
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