التفاعل بين أسلوب عرض الكائنات الرقمية (التجاور-الإحلال)‎ في الكتب المعززة و الأسلوب المعرفي (تحمل-عدم تحمل الغموض)‎ على التحصيل الفوري و المرجأ و الاتجاه نحوها لدى تلاميذ المرحلة الإعدادية

الملخص EN

the research aims at determining the most suitable the style of presenting digital objects (contiguity/ replacement) in augmented books and its relation with the cognitive style(ambiguous/unambiguous) and their effect of interaction on immediate and delayed achievement for preparatory stage Students in science subject and their attitudes towards these books.

The researcher used the factorial experimental design (2ˣ2).

The research contains four experimental groups.

The first group; students endure ambiguity, are exposed to augmented book, show digital objects which are next to the picture or the original photo.

The second group; students endure ambiguity, are exposed to augmented book, show digital objects which replace the picture or the original photo.

The third group; students can't endure ambiguity, are exposed to augmented book, show digital objects which are next to the picture or the original photo.

The fourth group; students can't endure ambiguity, are exposed to augmented book, show digital objects which replace the picture or the original photo.

The research sample consists of 48 students from first year of preparatory stage.

The results showed that there is a difference of statistical significance between the the four experimental groups in the immediate and delayed achievement for the sake of the two groups which study by using contiguity style.

There is no difference in attitudes.

The results also showed that there are no differences of statistical significance between the two experimental groups in the immediate and delayed achievement and attitudes returns to the cognitive style (ambiguous/unambiguous).

Moreover, there is an effect of interaction between style of presenting digital objects (contiguity/ replacement) in augmented books and the cognitive style(ambiguous/unambiguous)in the immediate and delayed achievement for the sake of the unambiguous groups with contiguity style and the ambiguous groups with contiguity style.

There is also no effect between them in attitudes.