Chais2025_Heb_and_Eng-web

198 ע מטה - קוגניציה והדמיה תלת - ממדית פעילה בכימיה )מאמר ( קצר המשמעותי ביעילות הלמידה, יש לתת את הדעת להשפעות השליליות על חוויית הלמידה ודיוק הניטור. נדרש מחקר נוסף לזיהוי מדויק של הגורמים המשפיעים על תופעות אלו, כדי לאפשר שימוש מיטבי בהדמיה תלת - ממדית פעילה בהוראה . מקורות Ackerman, R., & Lauterman, T. (2012). Taking reading comprehension exams on screen or on paper? A metacognitive analysis of learning texts under time pressure. Computers in Human Behavior, 28 (5), 1816–1828 . https://doi.org/10.1016/j.chb.2012.04.023 Amri, A. Y. A., Osman, M. E., & Al Musawi, A. S. (2020). The effectiveness of a 3D-virtual reality learning environment (3D-VRLE) on the Omani eighth grade students' achievement and motivation towards physics learning. International Journal of Emerging Technologies in Learning , 15 (5), 4. https://doi.org/10.3991/ijet.v15i05.11890 Cheng, L., Antonenko, P. P., Ritzhaupt, A. D., & MacFadden, B. (2021). Exploring the role of 3D printing and STEM integration levels in students' STEM career interest. British journal of educational technology, 52 (3), 1262-1278. https://doi.org/10.1111/bjet.13077 Dunlosky, J., Dudley, D., Spitznagel, M. B., &Clements, R. J. (2019). Student's metamemory knowledge about the impact of stereoscopic three‐dimensional presentations of science content. Applied Cognitive Psychology , 33 (2), 225-233 . https://doi-org.elib.openu.ac.il/10.1002/acp.3469 Easa, E. & Blonder, R. (2022). Development and validation of customized pedagogical kits for high-school chemistry teaching and learning: The redox reaction example. Chemistry Teacher International, 4 (1), 71-95 . https://doi.org/10.1515/cti-2021-0022 Fatemah, A., Rasool, S., & Habib, U. (2020). Interactive 3D visualization of chemical structure diagrams embedded in text to aid spatial learning process of students. Journal of Chemical Education , 97 (4), 992-1000 . https://doi.org/10.1021/acs.jchemed.9b00690 Hrynevych, L., Morze, N., Vember, V., and Boiko, M. (2021). Use of digital tools as a component of STEM education ecosystem. Educ. Technol. Q . 2021, 118–139 . https://doi.org/10.55056/etq.24 Li, Z., Li, Z., Xu, R., Li, M., Li, J., Liu, Y., Sui, D., Zhang, W., & Chen, Z. (2018). Three-dimensional printing models improve understanding of spinal fracture--A randomized. controlled study in China. Scientific Reports, 5 , 11570. https://doi-org.elib.openu.ac.il/10.1038/srep11570 Liew, T. W., & Tan, S. (2016). The effects of positive and negative mood on cognition and motivation in multimedia learning environment. Educational Technology & Society , 19 (2), 104–115. http://www.ifets.info/journals/19_2/9.pdf Rahmawati, Y., Dianhar, H., & Arifin, F. (2021). Analysing students' spatial abilities in chemistry learning using 3D virtual representation. Education Sciences , 11 (4), 185. https://doi.org/10.3390/educsci11040185 Storz, P., Buess, G. F., Kunert, W., & Kirschniak, A. (2012). 3D HD versus 2D HD: Surgical task efficiency in standardised phantom tasks. Surgical Endoscopy, 26 (5), 1454–1460. https://doi.org/10.1007/s00464-011-2055-9 Tamami, A. A., & Dwiningsih, K. (2020). 3-dimensions of interactive multimedia validity to increase visual-spatial intelligence in molecular geometry. Jurnal Kependidikan , 4 (2), 241-255. DOI:10.21831/jk.v4i2.31222 Vandenberg, S. G., & Kuse, A. R. (1978). Mental rotations, a group test of three-dimensional spatial visualization. Perceptual and Motor Skills, 47 (2), 599–604. https://doi.org/10.2466/pms.1978.47.2.599 Ye, Z., Dun, A., Jiang, H., Nie, C., Zhao, S., Wang, T., & Zhai, J. (2020). The role of 3D printed models in the teaching of human anatomy: Asystematic review and meta-analysis. BMC Medical Education , 20 (1), 1-9 . https://doi.org/10.1186/s12909-020-02242-x