أثر التفاعل بين نمطي القصص الرقمية (خطي - متفرع) والأسلوب المعرفي (تحمل الغموض - عدم تحمل الغموض) على تنمية مهارات حل المشكلة والإنخراط في التعلم لدى طلاب تكنولوجيا التعليم
The current research aims to develop problem-solving skills and engage in learning among educational technology students tolerant/ intolerant of ambiguity, by measuring the effect of the interaction between the two types of digital stories (linea/ branching) and the cognitive style (tolerating ambiguity/ intolerance of ambiguity) on developing solving skills. The problem and engagement in learning among educational technology students, and the basic experiment was applied to a sample consisting of (52) students from the third year students, Department of Educational Technology at the Faculty of Specific Education, Tanta University for the university year 2019/2020, and the research students were divided randomly into four experimental groups, as The students of the experimental groups studied through digital stories (linear/ branched), which appear in order: the first experimental group (linear/ ambiguity tolerant), the second experimental group (branched/ ambiguity tolerant), the third experimental group (linear/ tolerance of ambiguity), and the group. The fourth experimental (branched/ ambiguity intolerance), and after the implementation of the experiment, the students ’grades were calculated and the statistical results were processed. The results of the research resulted that the experimental group in which the pattern of branched digital stories was presented was better than the group. The process by which the pattern of digital stories has been introduced steps in both the development of cognitive summation and problem-solving skills, as well as in the development of learning engagement among educational technology students. The results also showed an interaction between the two types of digital stories (linear/ branching) and the cognitive style (tolerance -intolerance of ambiguity). (Published abstract)