فاعلية اختلاف أنماط الواقع المعزز في التحصيل المعرفي و تنمية مهارات التفكير ما و راء المعرفي لدى طالبات المرحلة الثانوية في مقرر الكيمياء خلال انتشار فيروس COVID-19 في المدينة المنورة

الملخص EN

The study aimed at studying the effectiveness of different patterns of augmented reality on cognitive achievement and developing metacognitive thinking skills among high school students in chemistry course during COVID-19 pandemic in Madinah.

To achieve this, the researcher followed the quasi-experimental approach.

The research sample consisted of (32) female students of the first grade of Umm al-Mu'minin Hafsa bint Omar secondary school during the second semester of 1442 AH / 2021.

The research sample was divided randomly as follows: The first experimental group (16) students studied the single-effect augmented reality technology, and the second experimental group (16) students studied the multiple effects augmented reality technology.

The study tools consisted of a cognitive achievement test consisting of (30) items, a measure of metacognitive thinking skills consisting of (35) items, and designing of augmented reality for the unit (atom’s structure).

The results indicated that there are statistically significant differences at (a = 0.05) on meta-cognitive thinking skills among students of the experimental group that was studied with multi-effects augmented reality technology and the group that was studied with single-effect augmented reality technology during the post application of metacognitive thinking skills scale In favor of the experimental group that was studied with multi-effect augmented reality technology during the period of spread of the virus Covid-19 (COVID-19), there were statistically significant differences at the level of significance (a = 0.05) between the average scores of the experimental group students that were studied with multi-effect reality technology and the group which was studied using a single-effect technique in the post application of cognitive achievement test for the benefit of the experimental group that was studied with multi-effect reality technology.

Among the most important recommendations of the study is the use of augmented reality technology with all science subjects to develop metacognitive thinking skills for high school students, and attention to many elements that work on the patterns of augmented reality, its development and enhancement such as visual culture, innovative thinking, creative thinking and cognitive levels of Bloom's educational pyramid.

The employment of smartphones and tablets in the classroom by the teacher and students in using augmented reality technology in the teaching of the secondary stage in chemistry.

The study ended with a set of proposals: The most important of which is to conduct a study of the effectiveness of a proposed program in chemistry with applications of augmented reality on achievement and developing inferential thinking skills for high school students in light of the theory of attribution.