فاعلية اختلاف نمط تنظيم عرض محتوى الفيديو الرقمي في تقنية الواقع المعزز على التحصل و الإنخراط في التعليم لدى طالبات كلية التربية

الملخص EN

The current research targeted to determine the impact of organizing the module of default classes content through augmented reality (macro-regulation versus micro- organization) on learning and engagement in learning of students at the Faculty of Education.

The experimental approach was used to comp are between two groups.

The research sample consisted of (60) students of the Faculty of Education at the University of Jeddah.

They were distributed randomly on the two research groups.

Two research tools have been developed; the first one is an achievement test that consisted of (32) questions, while the second tool was represented in the measure of engagement in learning across augmented-reality environments, which consisted of three axes, which are the behavioral axis, the cognitive axis and the emotional axis with (8) items for each axis and a total of (24) items.

The results showed the preference of default classes based on macro-organization over default classes based on micro-organization in the areas of achievement and engagement in learning.

The research highly recommended to provide faculty members with the necessary skills to recruit augmented reality in the educational process, as well as to link textbooks with the enhanced reality system to increase its effectiveness.