Two Patterns of supporting information (procedural, declarative) and the effect of their interaction with the level of complexity of learning tasks (simple, complex) in a blended learning environment based on augmented reality on the completion of Instructional design tasks, self-efficacy and technological acceptance of student teachers

Document Type : Original Article

Authors

Instructional Technology, Faculty of Women, Ain Shams University

Abstract

The current research aims to to design two patterns of supporting information (procedural, declarative) and to reveal the effect of their interaction with the level of complexity of learning tasks (simple, complex) in a blended learning environment based on augmented reality on the completion of instructional design tasks, self-efficacy and technological acceptance among student teachers in the second year of the Educational Psychology Division of Faculty of Women, Ain Shams University, and their number was (80 students), and they were divided into four experimental groups. The blended learning environment based on augmented reality has been developed according to the model of Mohamed Attia Khamis (2007) for instructional design, and according to a set of design criteria that have been identified. The two researchers prepared measurement tools, which consisted of: an achievement test to measure the cognitive aspects of the instructional design tasks, evaluation cards for the achievement of the instructional design tasks, a measure of self-efficacy, and a measure of technological acceptance. The results of the research revealed that there is no main effect for each of the two independent variables, as well as the absence of an effect of the interaction between them on the post application of the achievement test of the cognitive aspects of the instructional design tasks, the post application of the self-efficacy scale, and the post application of the technological acceptance scale, as well as the absence of a main effect of the level of task complexity on The post-application of instructional design task completion assessment cards, while the results revealed a main effect of the pattern of supporting information, as well as an effect of the interaction between it and the level of complexity of learning tasks on the post-application of instructional design task completion assessment cards.  

Keywords


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