شبكة المعلومات العربية التربوية

The present study aimed at investigating the effectiveness of the difference in the design pattern (flexible-static) for the e-books as a variable; the pattern of displaying pages (vertical-horizontal) as a second variable in the e-books, and the pattern of supporting the educational content (provided with direct access points for the private sources of each book and the searching explorer on the webnot provided with direct access points for the private sources of each book, or provided with searching explorer on the web) for the electronic books as a third variable, and the effect of the bilateral interaction between each two variables of these variables separately; then the effect of the triple interaction between all these variables on the achievement and developing motivation towards learning among the instruction technology students. The sample of the study consisted of 80 students from the fourth year-Instruction Technology section at the Faculty of Education in Dakahlia, Al- Azhar University. They were divided randomly into eight groups according to the experimental design of the study. There were ten students in each group. The study yielded the following main results: There was a statistically significant difference at the level (0.05) between the mean scores of the group which used the e-book with the flexible design pattern and the group that used the e-book with the static design pattern in the post administration of the cognitive achievement test, as well as on the motivation scale towards learning in favor of the group that used the e-book with the flexible design pattern. Also, There was a statistically significant difference at the level (0.05) between the mean scores of the group which used the e-book with the vertical pattern of displaying pages and the group that used the e-book with the horizontal pattern of displaying pages in the post administration of the cognitive achievement test in favor of the group that used the e-book with the horizontal pattern of displaying pages; whereas, there was no difference between the two groups in the post administration of the motivation scale towards learning. Moreover, the results revealed that there was no effect for the pattern of supporting the educational content in the post administration whether in the cognitive achievement test or in the motivation scale towards learning. Also, the findings revealed that there were statistically significant differences at the level (0.05) between the mean scores of the groups in the bilateral interaction of the designing pattern (flexible-static) and the pattern of displaying pages (verticalhorizontal) of electronic books in the post administration of the cognitive achievement test; while there was no significant interaction in the motivation scale towards learning. Finally, there were no statistically significant differences for the effect of the triple interaction between the three variables together especially in the achievement and developing motivation towards learning. (Published Abstract)