The Effect of Different Digital Storytelling Presentation Modes (Video and Virtual Reality) on Developing Geometrical Concepts among Primary School Female Students

Abstract

This study aimed to investigate the effect of different digital storytelling presentation modes (video and virtual reality) on developing geometrical concepts among primary school female students. The study adopted a quasi-experimental design involving two experimental groups and one control group. The sample consisted of (79) fifth-grade female students from Al-Khobar Governorate, Saudi Arabia. To achieve the study objectives, two teacher guides and two student activity booklets were developed according to the two digital storytelling modes, in addition to a geometrical concepts test. The results revealed statistically significant differences among the mean scores of the three groups in the post-administration of the geometrical concepts test in favor of the experimental group that learned through digital storytelling using the virtual reality mode. The effect size, measured by Eta Squared, reached (η² = 0.13), indicating a medium effect size. The study recommends expanding the use of virtual reality-based digital storytelling in mathematics teaching at the primary level and providing teachers with training on designing and implementing various digital storytelling modes to support the development of mathematical and geometrical concepts.