The impact of the interaction between the interaction interface design style (horizontal-vertical) and the control button regulation style (horizontal-vertical) within an educational smartphone application has affected the development of visual selective attention and self-regulation to students of educational technology

Document Type : Original Article

Author

Department of Educational Technology - Faculty of Specific Education - Ain Shams University, Egypt.

Abstract

The current research aimed to determine the most appropriate style of design of interaction interfaces (horizontal-vertical) as well as the most appropriate style of regulation of control buttons (horizontal-vertical) within educational smartphone applications, to detect the impact of their interaction on the development of visual selective attention and self-regulation among students of education technology. The research used experimental design based on the interaction between experimental processors, based on four experimental sets (2x2). The search included a standalone variable (educational smartphone app) with four styles related to the design of interfaces and the organization of control buttons (Horizontal Interaction Interfaces with horizontal Control buttons vs. vertical Interaction Interfaces with horizontal Control buttons vs. horizontal Interaction Interfaces with vertical Control buttons vs. vertical Interaction Interfaces with vertical control buttons), and three dependent variables are: the attainment aspect, visual selective attention, and Self - Regulated Learning associated with the course of virtual entities and environments.The research sample consisted of (120) male and female students from the Fourth-year students in the Department of Education Technology at the Faculty of Specific Education - Ain Shams University, Divided into four experimental groups.and The most significant results were: There are statistically significant differences at the level (≤ 0.05) between the average grades of students of the four experimental groups in the post measurement of the attainment test, the Visual Selective Attention test, and the Self - Regulated Learning scale due to the fundamental effect of the different style of design of interaction interfaces (horizontal-vertical) within an educational smartphone application in favor of the design style of horizontal interaction interfaces. There are also statistically significant differences at the level (≤ 0.05) between the average grades of students of the four experimental groups in the post measurement of the attainment test, and the Self - Regulated Learning scale due to the main effect of the different style of organization of control buttons (horizontal-vertical) within an educational smartphone application in favor of vertical control button regulation style.There are also statistically significant differences at the level (≤ 0.05) between the average grades of students of the four experimental groups in the post measurement of the attainment test, and the Self - Regulated Learning scale due to the primary effect of the interaction between the interaction interface design style (horizontal-vertical), and the style of organizing control buttons (horizontal-vertical) within an educational smartphone application.While there were no statistically significant differences at the level (≤ 0.05) between the average grades of students of the four experimental groups in the post measurement of the Visual Selective Attention test due to the main effect of the different style of organization of control buttons (horizontal-vertical) within an educational smartphone application.There were also no statistically significant differences at the level (≤ 0.05) between the average grades of students of the four experimental groups in the post measurement of the Visual Selective Attention test due to the primary effect of the interaction between the interaction interface design style (horizontal-vertical), and the style of organizing control buttons (horizontal-vertical) within an educational smartphone application.

Keywords


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