Abstract This mixed methods study aimed to examine the effectiveness of 3D-Virtual Reality Learning Environment (3D-VRLE) on the Omani gth-grade students' achievement and motivation towards physics learning. It also documents the design principles that guide the designing and development process of these environments. Accordingly, data were collected using three instruments: Achievement Test, Motivation Questionnaire, and a Semi-Structured Interview. The study was conducted in an eight-week intervention of 8th grade students from Um Ayman Basic Education School in Al-Dakhlia Governorate in Izki. Sixty-five female students aged 13-14 years participated in the study. They were divided into two groups, (32) students in the experimental group and (33) students in the control group. The main findings of this research study indicated a greater improvement in students' achievement in physics after using the 3D-VRLE compared to the other group taught in the traditional learning environment. Furthermore, the results showed that the 3D-VRLE has a positive effect on students' motivation toward physics learning. Finally, the study recommended the need to use the 3D-VRLE in the Ministry of Education schools. Further, it recommended important research areas for future investigation in the field of the 3D-VRLEs. Keywords: 3D- virtual reality learning environment; academic achievement, motivation, science education, physics.