التفاعل بين نمطي التعلم المدمج (الذاتي/ المتناوب) والأسلوب المعرفي (المستقل/المعتمد) وأثره في تنمية مهارات تطوير محفزات الألعاب gamification ومفهوم الذات الأكاديمية لدى الطلاب المعلمين
This study aimed to identify the effect of the interaction between the two blending models (Self / Station Rotation) and the cognitive style (Dependent / Independent) on developing Gamification development skills and academic self- concept for student teachers The results showed that There wasn’t any statistically significant difference at level (≤ 0.05) between the scores averages of the two research groups in the post test of the achievement test and Gamification evaluation card, attributed to the blending models effect . There was a statistically significant difference at level (≤ 0.05) between the scores averages of the two research groups in the post test of the academic self-concept scale, attributed to the blending models effect. Moreover, there was a statistically significant difference at level (≤ 0.05) between the scores averages of student teachers (Dependent / Independent) in the post test of the achievement test, the evaluation card and the scale, regardless of the blending model. Additionally, there were statistically significant differences at level (≤ 0.05) between the scores averages of research groups in the post test of the achievement test, the evaluation card and the scale, attributed to the effect of the interaction between the two blending models and the cognitive style. The results of using Tukey's Method to determine the direction of differences significance between the study groups showed that there were statistically significant differences between the scores averages of research groups at level (≤ 0.05) in favor of the student teachers with dependent cognitive style who studied with station rotation blending model in the post test of the achievement test, and in favor of the student teachers with independent cognitive style who studied with self-blending model in the post test of the evaluation card and academic self-concept scale. The study ended with some recommendations and suggested research. (Published abstract)