التفاعل بين نمط التلميحات (سمعي-نصي)‎ و توقيت عرضها (في البداية-في النهاية)‎ بالواقع المعزز و أثره على تنمية التحصيل و التنظيم الذاتي بمادة الكمبيوتر لدى تلاميذ المرحلة الابتدائية

الملخص EN

Current research aims to determine the most appropriate type of cues (Audio textual - visual textual) to interact with the timing of presenting it (beginning -end) with the augmented reality environment through the use of the apporopiet instructional model Mohamed Attiyh Khamis (2006), for primary school students in relation to their impact on achievement and self-regulated skills, The research sample included (60) primary school students, who were divided into four experimental groups.

The research measuring tools was an achievement test and the self-organization scale which were used to apply both before and after the experiment
The results of the research indicated that there is a statistically significant difference between the average students' scores in the post-applied of the achievement test and the self- regulation scale in favor of the two experimental groups who use the (auditory text) type of the two groups using the( visible text) type in the augmented reality environment.

And also the result was favor For the two experimental groups that used the cues timed (beginning) not for the two groups that timed the cues (end) in the AR environment, the result of the interaction between the four groups also showed that there is an effect of interaction between the cues types.

For cues (audio-text) and timing of cues (beginning-end) on achievement as well as self-regulation in favor of pupils who studied the type of auditory cues at the beginning are the highest, followed by students studying the text cues at the beginning, and this means there is an impact of the timing of the presenting the cues at the beginning despite the difference cues types on both achievement and self-regulation.