التفاعل بين موضع بدء رسم الكائنات الرقمية و نمط تتبعها ببرامج الرسم القائمة على الواقع المعزز و أثره في تحسين مستوى الانتباه و فاعلية الذات للتلاميذ الصم أسماء السيد محمد عبد الصمد، هند أحمد عباس محمد.

Abstract EN

The aim of the current research is to measure the effect of the interaction between the starting position of drawing digital objects (right / left) and their tracking pattern (tapline according to control points / freehand without control points) in drawing programs based on augmented reality in improving the level of attention and self-efficacy for deaf students.

the study sample for the basic experiment consisted of (20) male and female students at Al-Amal school for the deaf and dumb in Helwan.

they were randomly distributed into four experimental groups, according to the experimental design of the research.

each group included 5 students, in the fifth and sixth grades, for the academic year 2021 / 2022, in the first semester.

the experimental method was used.

the research tools were to prepare a scale for the level of attention (prepared by the two researchers), and a measure of self-efficacy (prepared by the two researchers), in order to achieve the objectives of the research and reach its results, which resulted in the presence of a statistically significant difference at the level ≤ (0.05) between the mean scores of deaf students as a result of the difference in the position of drawing digital objects (right / left) in drawing programs based on augmented reality, and in favor of the right starting position for drawing digital objects, in the post application of the attention level and self-efficacy scales.

in addition, there is a statistically significant difference at the level ≤ (0.05) between the mean scores of deaf students as a result of the difference in drawing tracking patterns (restricted / free) in drawing programs based on augmented reality, and in favor of the restricted tracking style, in the post application of the level of attention and self-efficacy scales.

moreover, it was found that there are statistically significant differences at the level ≤ (0.05) between the mean scores of the students of the four experimental groups as a result of the interaction between the position of drawing digital objects (right / left) and the pattern of their tracking (restricted / unrestricted) in the drawing programs that based on the augmented reality, in favor of the right starting position for drawing digital objects and the restricted tracking pattern, in the post application of the of attention level and self-efficacy scales for deaf students.

the two researchers recommended the necessity of activating the use of drawing programs based on augmented reality with the various educational stages, and for all learners, especially deaf students, because they tend the future toward professions that do not require communication such as drawing.

therefore, it contributes to improving their level of attention, increasing their confidence in themselves, and developing their positive self-concepts.