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This study examined the effect of a Pedagogical Hypermedia Environment in the Science Discipline (PHFSD) on the acquisition of scientific concepts among fifthgraders during the 2019-2020 school years. The study adopted a quasi-experimental method with 50 fifth-grade students from a private school in Amman, Jordan, divided into two groups of 25 each. Students were randomly assigned to either a control group that was taught using traditional methods or an experimental group that was taught using PHFSD. A scientific concept test was conducted before and after the Motion and Force unit was taught. The data gathered was analyzed using ANCOVA. The results revealed a statistically significant difference at the α=0.05 level between the mean scores of the two groups on the scientific concepts test. Most of the variation (70%) in the fifth-grade students' posttest scores was attributed to the effects of the teaching method. Such positive results affirm that this pedagogical hypermedia environment had a positive impact on the fifth-graders. These findings support the use of a pedagogical hypermedia environment to enhance the acquisition of scientific concepts among fifthgraders in Jordan. The ministry of education and teachers can use these findings to enhance teaching and learning scientific concepts. Contribution/Originality: This study is one of very few studies that have investigated the effect of a pedagogical hypermedia environment on acquisition of scientific concept among fifth-graders in science discipline. This study fills the gap in the literature and provides evidence for the effectiveness of pedagogical hypermedia in the acquisition of scientific concepts. 1. INTRODUCTION Educational technology is central to the teaching and learning process. The potential of information and communication technologies to improve education quality in several disciplines has been emphasized by previous

<p class="0abstract">This study was designed to reveal the effectiveness of integrating educational robots (ERs) with hypermedia in improving the acquisition of scientific concepts among fifth-grade students in Jordan. The present study utilized a pretest-posttest quasi-experimental design with a control group (CG) and an experimental group (EG). The participants of this study consisted of 50 fifth-grade female students attending a private school in the city of Amman during the 2019/2020 academic year. Participants’ ages ranged between (10-11) years old. The school was selected purposively, and classes were randomly assigned to the EG and the CG. In order to accomplish the aims of this study, a scientific concept test (SCT) was developed and its validity and reliability were ensured. The EG was taught a unit on motion and force by robot and hypermedia instruction, while the CG was taught the same unit by traditional instruction. Data was collected through administration of the presently developed SCT at pretest and posttest points. Then, this data was analyzed through covariance analysis. The findings of this analysis revealed that 66% of the variation in the fifth-grade students’ posttest SCT scores can be ascribed to the effect of teaching method. From this study, one can conclude that the integration of ERs with hypermedia has a positive impact on students’ acquisition of scientific concepts. These results may serve to encourage science teachers to integrate ERs with hypermedia when teaching scientific concepts<span>.</span></p>

The study aims to identify the impact of blended learning using the Ideas Box on the motivation toward learning among non-formal education female students in the Syrian refugee camps in Jordan. A semi-experimental approach was adopted; the sample of the study consisted of 30 female students enrolled in the Culture Promotion Program for Dropouts, second cycle, in the JOHUD Center for Social Support in January 2020. The experimental group consisted of 15 students who were taught the Islamic Pillars unit using the Ideas Box while the control group consisted of 15 students taught the same unit using the traditional way. Results show that there were no significant differences in mean scores of motivation between the two groups. This finding stresses the need for redesigning the current program used to teach students receiving the non-formal education to incorporate the Ideas Box into the curriculum.

Management education, which traditionally has been delivered on site in business schools, is now offering increased flexibility by allowing learners to select the timing and location of their learning experiences while causing substantial cost‐reducing and financial benefits to the teaching environment.