Abstract—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.
Index Terms—Crocodile physics, engagement, interaction,
learning; motivation.
Adil Hamamous and Nadia Benjelloun are with the Faculty of Sciences
Dhar Mahraz, Sidi Mohamed Ben Abdellah University, Fez, Morocco
(e-mail: adil.hamamous@usmba.ac.ma, nadia.benjelloun@usmba.ac.ma).
Cite: Adil Hamamous and Nadia Benjelloun, "Impact of the Use of the Physics Crocodile Simulator in the Teaching and Learning of Electricity in High School (Morocco)," International Journal of Information and Education Technology vol. 12, no. 10, pp. 996-1004, 2022.
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).