نمطا تقديم الأنشطة التعليمية ( الموجهة ذاتيا المهام المتتابعة)‎ في بيئة الواقع المعزز و أثرهما على تنمية التحصيل و مهارات التخزين السحابي و الاتجاه نحو التطبيقات القائمة على العلامات لدى طالبات كلية التربية

Abstract EN

This research aims to determine the patterns of learning activities (self-directed / sequential tasks) in augmented reality environment and their impact on achievement, cloud storage skills and the attitudes towards mark-based applications among female students of the faculty of education.

This research depends on the semi-experimental design for comparison between the experimental groups.

The research sample consists of (63) students, faculty of education Jeddah University who are divided randomly into tow groups.

The research has designed three tools: achievement test, observation card and scale of attitudes towards mark-based applications.

The research comes to the conclusion that the self-directed activities is better than the sequential tasks activities, there were no statistically significant differences between the two types in relation to the attitudes towards mark-based applications.

The study recommended the need to expand the process of employment augmented reality of in educational situations, and training faculty members to design and employ augmented reality technology