أثر التدريس باستخدام نظام الواقع المعزز في تنمية تفكير الطالبات الإبداعي

Abstract EN

This study aimed to investigate the impact of using augmented reality system on developing the creative thinking skills among intermediate students in art education.

To achieve the objectives of the study, the quasiexperimental approach was employed based on pretest-posttest comparison groups design (e.g.

experimental and control groups).

The subjects were taken from a randomly chosen intermediate school in North of Riyadh city.

A total of 58 female students were involved; 29 students in the experimental group and 29 students in the control group.

The Torrance test of creative thinking (TTCT) (pattern B) was used to measure the creative thinking skills, in addition to an end-product card which was designed to evaluate the students’ performance.

The results of the study showed that there were significant differences at the level of 0.05 in the performance of female students on the overall creative thinking scale, the skills of originality, the ability to detail, and the end-product evaluation card; while the skill of fluency and flexibility were not significantly affected by augmented reality.

The study recommended the need to give further attention to those in charge of teaching art education, in addition to emphasizing the importance of using augmented reality in developing students ’creative thinking