The Impact of The Interaction Between the Display Time of Visual Stimuli in Augmented Reality and The Level of Mental Capacity on The Development of Information and Communication Technology Concepts and Motivation Towards Learning Among Primary School Students

Document Type : Original Article

Author

Lecturer of Educational Technology - Faculty of Education, Dakahlia - Al-Azhar University.

Abstract

     The current research aimed to investigate the impact of the interaction between the time of displaying visual stimuli (short-long) in augmented reality and the level of mental capacity (low-high) on the development of information and communication technology concepts and motivation towards learning among primary school students. The experiment was conducted on a sample of (80) fourth-grade students from Al-Riyad Primary Institute, affiliated with the Kafr El-Sheikh Azhar Educational Directorate. The research sample was divided into four experimental groups. The research used two measurement tools: the cognitive achievement test and the motivation scale towards learning. After pre- and post-application of the measurement tools and the experimental treatment on the sample members, many results were reached, the most important of which are: a statistically significant difference at the 0.05 level between the mean scores of students exposed to short-duration visual stimuli (2-3 minutes) and those exposed to long-duration visual stimuli (4-5 minutes) in the post-application of both the achievement test and the learning motivation scale, in favor of students exposed to short-duration visual stimuli. and there is a statistically significant difference at the level of (0.05) between the average scores of students with high mental capacities and the scores of students with low mental capacities in the post-application of the cognitive achievement test in favor of students with high mental capacities, while there is no statistically significant difference in the post-application of the motivation scale towards learning due to the effect of the difference in mental capacity, and there are also no statistically significant differences at the level of (0.05) between the average scores of the four research groups in the post-application of each of: the cognitive achievement test, and the motivation scale towards learning due to the effect of the interaction between the research variables.

Keywords


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