The Effectiveness of an AI-Based Virtual Environment in Developing Instructional Design Skills and Achievement Motivation among Education College Student Teachers

Mokhtar, Ehab Ahmed Mohamed; Khalil, Hanan Hassan Ali; Al Sunaidi, Saeed Salem Khamis

doi:10.21608/mfes.2025.333476.1997

The Effectiveness of an AI-Based Virtual Environment in Developing Instructional Design Skills and Achievement Motivation among Education College Student Teachers

Articles in Press

Document Type : Original Article

Authors

¹ Assistant Professor of Curricula and Science Teaching Methods - Rustaq College of Education – University of Technology and Applied Sciences - Sultanate of Oman Professor of Curricula and Science Teaching Methods – Faculty of Education

² Assistant Professor of Educational Technology - College of Education in Rustaq - University of Technology and Applied Sciences - Sultanate of Oman Assistant Professor of Educational Technology - Faculty of Education - Mansoura University

³ Assistant Professor of Curriculum and Teaching Methods of Mathematics - Head of the Department of Educational Studies - College of Education in Rustaq - University of Technology and Applied Sciences - Sultanate of Oman

10.21608/mfes.2025.333476.1997

Abstract

This study aimed to design a virtual learning environment using artificial intelligence technologies to support student teachers in acquiring instructional design skills and increasing their motivation for achievement. The study utilized a quasi-experimental design and was conducted on a primary sample of 40 students from the College of Education at the University of Technology and Applied Sciences in Rustaq, majoring in Mathematics. The students were randomly selected and divided into two equal groups: an experimental group, consisting of 21 students, which studied using an AI-based virtual environment, and a control group of 19 students, which used traditional learning methods. A pretest-posttest design was adopted to measure the performance of both groups before and after implementing the virtual environment based on AI applications to analyze differences resulting from the use of these technologies. Pre- and post-tests were conducted to assess knowledge acquisition, skill performance, product quality, and the level of achievement motivation.

The study results indicated that the AI-based virtual environment was effective in improving cognitive acquisition and skill performance in instructional design. However, the findings showed no statistically significant differences between the mean ranks of the achievement motivation scores of the experimental and control groups in the post-measurement. The researchers recommend integrating AI applications into university learning environments and developing interactive curricula focused on independent learning for students.

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