أثر اختلاف توظيف الواقع المعزز في التعلم القائم على الاكتشاف الموجه مقابل الحر على العبء المعرفي و تنمية الفضول العلمي في العلوم لدى تلاميذ الصف السادس الابتدائي

الملخص EN

The current research aimed at measuring the impact of the difference in employment of Augmented Reality in Discovery-Based Learning directed versus free on cognitive load and development of scientific curiosity in science among sixth graders.

A quasi-experimental method used based on a sample of (38) students divided into two experimental groups of (19) students each.

First experimental group taught by employ Augmented Reality in Directed Discovery-Based Learning, and the other studying by employ Augmented Reality in Free Discovery-Based Learning.

Research tools consisted of cognitive load scale and scientific curiosity scale A T.test used to measure the significance of the differences between the two groups, and ETA square to measure the effectiveness of employing Augmented Reality in Discovery Based Learning.

The results showed that there were statistically significant differences in cognitive load scale for the first experimental group, which indicate using of Augmented Reality in Directed Discovery-Based decrease the cognitive load.

While there were no statistically significant differences between the experimental groups on the scientific curiosity scale.