التفاعل بين نمط العرض (الكلي - الجزئي) ومستوى كثافة المعلومات (المرتفع/ المنخفض) بالخرائط الذهنية الإلكترونية في ببيئة التعلم الإلكتروني وأثره في تنمية مهارات انتاج وحدات التعلم الإلكترونية الرقمية ومهارات التفكير المتشعب وخفض العبء المعرفي لدى طلاب تك
The aim of this research is to reveal the effect of the interaction between the presentation pattern (total - partial) and the level of information density (high / low) in electronic mental maps in the e-learning environment on the development of each of the skills of producing digital electronic learning units, the skills of divergent thinking, and the reduction of cognitive burden educational technology students. This required the use of descriptive and experimental approaches. The research sample consisted of (180) male and female students, who were divided into four experimental groups. The first experimental group used the overall mind maps style with high information density, the second experimental group used the partial mind maps style with high information density, the third experimental group used the overall mind maps style with low information density, and the fourth experimental group used the partial mind maps style with low information density. The achievement test was applied pre-applied to the research groups, then each group was subjected to its own experimental treatment, then all measurement tools were applied post-test, and the results revealed that partial mental maps with low information density led to the development of the cognitive and performance aspects of the skills of producing digital electronic learning units and reduced the load The results also revealed that the total mental maps with high information density led to the development of divergent thinking skills among students. The research recommended that students should use the partial mind maps style with low information density when it comes to developing the skills of producing digital electronic learning units and reducing the cognitive load, while the research recommended that students use the style of macro mind maps with high information density when it comes to developing divergent thinking skills. (Published abstract)