أثر نموذج تدريسي قائم على الواقع المعزّز في تحصيل طلبة الصّف الخامس في مبحث اللّغة الإنجليزيّة في العاصمة عمّان
The study aimed to investigate the effect of a teaching model based on augmented reality on the achievement of fifth grade students in English language in Amman. The study followed a quasi-experimental design, the researcher intentionally selected the study sample from Al-Hassad Al-Tarbawi Private Schools in Amman, which consisted of (84) male and female students, they were randomly distributed into a control group with a number of (42) students and an experimental group with a number of (42) students. The achievement test tool that the researcher built and verified its validity and reliability was applied to them. The results of the study showed that there were statistically significant differences in the mean scores of fifth-grade students on the achievement test according to the teaching method in favor of the experimental group that applied the augmented reality, in addition to the interaction between method and gender. The results also showed that there were no statistically significant differences due to the effect of prior achievement, gender, the interaction between method and prior achievement, the interaction between prior achievement and gender, and no statistically significant differences due to the effect of the interaction between method, prior achievement and gender. The study recommended the need to train and qualify teachers to design and create educational content with the use of augmented reality and integrate this technology into all academic levels. (Author’s abstract)