الفهرس 
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Abstract
In previous days, e-learning had a huge development in which the student used to sit in front of desktop to learn online educational courses. These days, there has been significantly enormous evolution in the large usage of smart mobiles all over the world. Late studies have brought notice to the educational possibility of mobile devices, and different tests have examined tools in handheld devices, showing that they assist and shore education in different areas. Utilizing mobile games in education merges existing and active education with cheerfulness in a possibility superior way. Accordingly, mobile learning expanded the suitability for students to learn educational content via mobile devices. But learners generally use mobiles for amusement but won’t think them as educational resources. So, to motivate the learner’s interest on both learning and entertainment, virtual reality game-based learning on mobile devices is considered. Virtual reality (VR) is getting to be vital increasingly as an educational tool in the schools as well as in universities, because of its interactive and animated features. VR can be an efficient way for educating and supporting complicated concepts by enabling learners to react with the visualization tools. The pattern which incorporates the VR and e-learning technology wealth showing teaching patterns as well as enhances students’ capability of analyzing and thinking through problems. This study has implemented a Mobile Virtual Reality Game-Based Learning system (MVRGBL). It is a mobile 3D learning game through Mobile Virtual Reality technology with virtual reality glasses. The purpose of the work presented in this research was to increase learners’ interest and motivation to learn Memory Management techniques and CPU scheduling in the operating systems course and achieve higher levels of performance. The selected topics of “Memory Management” and “CPU scheduling” are the core concept of operating systems. As teachers often use text description only, students may feel difficult to understand the tasks that carried out by the operating system. In order to solve this problem, game graphics can be used. With the mobile VR learning system, learners could watch immersive VR and 360-degree immersive game using a VR box which is virtual reality 3D glasses with remote control gamepad to learn the memory management part of the operating systems course. One group of the students were asked to fill out the learning motivation questionnaire, which was used to collect pre-test data. Then, the game operation was explained to all the students, including how to play the game on PC or on mobile phone. Afterwards, the students began to play the game. After the experiment was over, the students filled out the learning motivation questionnaire, which was used to collect post-test data. These Two questionnaires are Instructional Materials Motivation Survey (IMMS). This survey measures the motivational effect of the mobile game based on Keller’s motivational model that contains four factors, Attention, Relevance, Confidence, and Satisfaction (ARCS). The questionnaires were used to gather data on learner motivation. A one-way analysis of variance (ANOVA) was performed to show if the apparent difference is significant. The mobile game-based application was developed to students of Sadat Academy who were taking the course of Operating Systems. A total of 300 students participated in memory management game and CPU scheduling game. The game was developed with Unity3D game engine and coded using C# programming language and compiled for both PC and Android. The VR Box with remote control gamepad is used on mobile phones only not PC. The graphics were photoshop and 3DMax and audacity for manipulating sounds. The results of this study provide strong evidence that a mobile virtual reality game-based learning can be a successful pedagogical tool for operating systems education and any other course used graphics for explanation such as data structure, networks, database, etc. The results indicated that playing the game had a positive impact on students in terms of their interest and motivation. Hence, the findings of the study demonstrated that the mobile virtual reality game-based learning application developed in this study was effective.