The interaction between the two types of providing corrective feedback (direct - indirect) in a learning environment based on artificial intelligence applications and cognitive style (Focusing VS- Scanning) and their impact on the development of some digital video production skills and engagement in learning among educational technology students

The objective of the current research is to explore the interaction between the two types of providing corrective feedback (direct - indirect) in a learning environment based on artificial intelligence applications and cognitive style (Focusing VS Scanning) and their impact on the development of some digital video production skills and engagement in learning among educational technology students. The sample of the study consisted of 100 students From third-year students at the Faculty of Education, Al-Azhar University, divided into four experimental groups, each consisting of 25 students. The research methods used included descriptive, systems development, and experimental approaches. The research tools included: (a knowledge test to measure the cognitive aspects of digital video production skills, a practical performance observation checklist for digital video production skills, a product quality evaluation checklist for digital video programs produced, a learning engagement scale, and the researchers used the cognitive style scale (Focusing VS Scanning) to categorize students based on their cognitive styles). After the pre-application of the research tools, which included the knowledge test, the observation checklist, and the learning engagement scale, the experimental treatment was applied, represented by the AI-based learning environment with its two types. Then, the complete post-application of all tools followed.
The results of the study concluded that there were statistically significant differences at the 0.05 significance level between the mean scores of the students in the four experimental groups in both pre- and post-measures, in favor of the post-measurement, in the variables of (cognitive achievement related to digital video production skills, practical performance, and learning engagement), which is attributed to the positive effect of the AI-based learning environment. The results also showed significant statistical differences at the 0.05 level due to the main effect of the type of corrective feedback provided. The differences were in favor of direct feedback in the variables of (cognitive achievement, product quality, and learning engagement), while indirect feedback was in favor for practical performance.
There were also statistically significant differences according to cognitive style, where students with the scanning style outperformed their peers with the focusing style in all study variables at the 0.05 significance level. Additionally, the results revealed a statistically significant effect at the 0.05 level for the interaction between the type of corrective feedback and cognitive style in affecting cognitive achievement, practical performance, product quality, and learning engagement.