أثر أنماط تقديم التغذية الراجعة التصحيحية النقاله في تنمية مهارات الواقع المعزز و الإنخراط في التعلم لدى طالبات كلية التربية للطفولة المبكرة

Abstract EN

The aim of the current research is to identify the impact of mobile corrective feedback on developing augmented reality skills and engaging in learning among female students of the College of Early Childhood Education, The research sample consisted of (42) female students from the College of Early Childhood Education, They were divided into two experimental groups, the first experimental used the immediate mobile corrective feedback, and the second experimental used the delayed mobile corrective feedback, The research found: There is a statistically significant difference at the level (0.05) between the mean scores of the female students of the College of Early Childhood Education in the post application of the achievement test and the observation card of augmented reality skills due to the main effect of the patterns of providing mobile corrective feedback (immediate / deferred) in for The first experimental group (immediate mobile feedback), The results also showed the existence of a statistically significant difference at the level (0.05) between the mean scores of the female students of the College of Early Childhood Education in the post application of the learning engagement test due to the main effect of the patterns of providing mobile corrective feedback (immediate / delayed) in for the first experimental group ( instant mobile feedback).