Evaluating the Effects of a Researcher-Developed Science Educational Simulator on Learning Outcomes and Academic Achievement Motivation in Sixth-Grade Smart School Students

This study aimed to investigate the impact of a researcher-developed science educational simulation software on learning outcomes and academic achievement motivation among sixth-grade male primary school students in smart schools in Tehran. The study adopted an applied purpose and employed a quasi-experimental design. The target population comprised all male sixth-grade students enrolled in smart schools in Tehran during the 2023–2024 academic year. Using purposive sampling, Nezam Mafi Smart Primary School was selected as the research site. The dependent variables learning and academic achievement motivation were assessed using quantitative instruments. The research instruments included: (1) a researcher-developed science learning test, and (2) Hermans’ Academic Achievement Motivation Questionnaire. The content validity of both instruments was confirmed by educational experts, advisors, and experienced science teachers. The reliability coefficient for the learning test was calculated at .75 using the Kuder-Richardson formula (KR-20), and the reliability for the achievement motivation questionnaire was established at .84 using Cronbach’s alpha. Quantitative data were analyzed via Analysis of Covariance (ANCOVA) using SPSS software. The results of the covariance analysis indicated that students who received instruction integrated with the educational simulation software demonstrated significantly higher levels of learning and academic achievement motivation compared to those taught through conventional classroom methods (𝑝<0.05, with a 95% confidence interval). Incorporating interactive simulation software in smart school curricula significantly enhances both cognitive learning outcomes and academic motivation in science education. These findings highlight the necessity of transitioning from traditional instruction to technology-enhanced, student-centered learning environments.