أثر تكامل نمط الأنشطة (المرتبطة / غير المرتبطة) بالمحتوى التعليمي في بيئة تعلم إلكتروني متعدد الفواصل قائمة على محفزات الألعاب على تنمية مهارات تطوير بيئات التعلم الشخصية والدافعية للإنجاز وخفض العبء المعرفي لدى الطلاب المعلمين
This research aimed to reveal the effect of integration of two types of activities (related/unrelated) to educational content in an electronic spaced learning environment based on gamification on enhancing Personal Learning Environments development skills, motivation for achievement, and reducing the cognitive load of student teachers. This required following the educational systems development approach and quasi-experimental approach. The research sample was made of (64) male and female students, who were divided into four groups; Group 1 (control group): students who studied the learning content in the traditional way, Group 2 (experimental group ): students who practiced activities related to the educational content, Group 3 (experimental group): students who practiced activities that are not related to the educational content, Group 4 (experimental group): students who practiced the integrated activities (related and unrelated to the educational content). The achievement test was the only tool to be applied in the pre-application of the research tools. Then, each group was exposed to its own experimental treatment, and afterward, all the research tools were applied in the post-application. The research reached the following results: The effectiveness of the integration of activities (related/unrelated) to the educational content in the electronic spaced learning environment based on gamification in developing the cognitive and performance aspects of the skills of developing Personal Learning Environments, achievement motivation, and in reducing the cognitive load of student teachers. There are statistically significant differences at the level ≤0.05 between the mean scores of the students of the experimental groups in the post-application of research tools in favor of the experimental group (4). There are no statistically significant differences at the level ≤ 0.05 between the mean scores of the students of the experimental groups in the post-application of the cognitive load scale. There is no statistically significant difference at the level ≤ 0.05 between the mean scores of the students of the control group (1) and the experimental group (2) in the post-application of the achievement test and the assessment card. There is no statistically significant difference at the level ≤ 0.05 between the mean scores of the students of the experimental group (2) and students of the experimental group (3) in the post-application of the achievement motivation scale. The research recommended the necessity for student teachers to practice integrated activities that combine related and unrelated activities to the educational content when designing an electronic spaced learning environment based on gamification. In addition, student teachers should be trained on how to design integrated activities in the same environment. (Published abstract)