The Effect of Using Learning in a Virtual Environment on Developing Achievement Skills and IT Skills of Al al-Bayt University Students

In this quasi-experimental study, the authors investigated whether a virtual learning environment (VLE) enhances the academic performance of university students and their IT competencies compared to traditional learning. They were 83 undergraduates from Al al-Bayt University, divided into an Experimental VLE group (n = 44) and a Control group (n = 39). They underwent pretest-posttest assessments based on two course-aligned tests (0-100): an Achievement Test and an IT Skills Test. ANCOVA (posttest as DV; pretest as covariate) indicated that, on Achievement, the VLE group increased by 16.8?9.1 (61.8 versus 78.6) compared to the Control, which increased by 6.8?8.7 (62.5 versus 69.3), but controlling at baseline, VLE was better than Control, F(1,80) =21.4, p=.001, partial ? 2=.21, adjusted means 78. In the case of IT Skills, the VLE group improved to 80.2?7.5, with a gain of 22.2?8.0, compared to the control group, which improved to 66.8?8.2, with a gain of 9.3?8.1. The adjusted analysis again gave VLE the advantage, F(1,80) = 56.3, p < .001, partial ?? = .42, adjusted means of 79.4(1.0) vs. 67.4(1.1) (Delta={12}. Generally, VLEs generated significant improvements in Achievement and substantial improvements in IT skills, which underpin blended, actively engaging VLE designs to boost conceptual learning and technological expertise in higher education.