التفاعل بين نمطى التعلم المدمج (الذاتي المتناوب)‎ و الأسلوب المعرفي (المستقل المعتمد)‎ و أثره في تنمية مهارات تطوير محفزات الألعاب Gamification و مفهوم الذات الأكاديمية لدى الطلاب المعلمين

Abstract EN

This study aimed to identify the effect of the interaction between the two blending models and the cognitive style on developing Gamification development skills and academic self- concept for student teachers
The results showed that There wasn't any statistically significant difference at level (≤ 0.05) between the scores averages of the two research groups in the post test of the achievement test and Gamification evaluation card.

There was a statistically significant difference at level (≤ 0.05) between the scores averages of the two research groups in the post test of the academic self-concept scale, there was a statistically significant difference at level (≤ 0.05) between the scores averages of student teachers (Dependent / Independent) in the post test of the achievement test, the evaluation card and the scale.

there were statistically significant differences at level (≤ 0.05) between the scores averages of research groups in the post test of the achievement test, the evaluation card and the scale, attributed to the effect of the interaction between the two blending models and the cognitive style.

There were statistically significant differences between the scores averages of research groups at level (≤ 0.05) in favor of the student teachers with dependent cognitive style who studied with station rotation blending model in the post test of the achievement test, and in favor of the student teachers with independent cognitive style who studied with self-blending model in the post test of the evaluation card and scale.

The study ended with some recommendations and suggested research.