The Effectiveness of Digital Resources in Teaching Nuclear Physics in Secondary Schools in Morocco

This experimental study aims to evaluate the educational effectiveness of integrating interactive 3D animation into the teaching of nuclear physics at the secondary school level in Morocco. Conducted with 200 students in their final year of high school studying science (with a focus on physics), the research compares the cognitive gains, engagement, and attitudes of students between a control group receiving traditional instruction and an experimental group benefiting from a teaching scenario enriched by a 3D digital resource. Using a mixed methodology (pre-tests, post-tests, questionnaires, observation grids, statistical analyses), the results show a significant improvement in the performance of the experimental group, particularly in conceptual modeling, motivation, and autonomy. The study also highlights a shift in teaching practices towards more interactive approaches. These results underscore the relevance of using educational technologies to enhance equity, motivation, and learning effectiveness in complex and abstract disciplines such as nuclear physics.