أثر التفاعل بين نمطي الإنفوجرافيك (الثابت- المتحرك) والأسلوب المعرفي في تنمية مهارات تصميم الرسوميات الرقمية والدافعيّة نحوها لدى طلاب تقنيات التعليم
This study aims to demonstrate the effectiveness of a computerized educational program based on the STEM approach by employing hypermedia in developing physical knowledge and future thinking perceptions among 10th grade students in the State of Kuwait. The study adopted the quasi-experimental approach. The study sample consisted of 63 students of 10th grade from one school affiliated to Capital Educational District, during the first semester of the academic year 2020/2021. Two sections were selected intentionally, they were randomly distributed into two groups. The first group is an experimental group consisting of (32) students who studied the chapter (Force and Movement), according to the educational program based on the STEM approach by employing hypermedia. The second group is a control group consisting of (31) students who studied the same educational content in the usual way. To achieve the objectives of the study, a computerized educational program based on the STEM approach was prepared by employing hypermedia, and the physical knowledge test consists of objective multiple-choice questions, containing (23) statements. A scale of future thinking perceptions has been developed that contains (65) statements measuring six skills, namely (futuristic planning, futuristic expecting, positive thinking in future, developing futuristic scenario, futuristic imagination, and evaluating futuristic perspective). The physical knowledge test and the future thinking perceptions scale were applied pre and post, after verifying their validity and reliability. The results showed that there were statistically significant differences at the significance level (α = 0.05) in the development of physical knowledge, in the development of future thinking perceptions as a whole and in the perceptions of (futuristic planning, futuristic expecting, futuristic imagination, and evaluating futuristic perspective), in favor of the experimental group. In light of the results, the study came out with several recommendations, including use of the STEM-based educational program and the use of hypermedia, because of their obvious role in developing physical knowledge and future thinking perceptions. ) The current study aims to identify the effect of the interaction between the two patterns of infographic in terms of presentation (static, motion graphics) and cognitive style (tolerance\ intolerance of ambiguity) in developing digital graphic design skills and motivation towards them in undergraduate students in the Department of Educational Technology at the College of Education at the University of Jeddah in Saudi Arabia. The researcher used the descriptive and experimental approach to test the hypotheses of his study. Individuals of the random sample consisting of (109) students, where they were divided into four experimental groups according to the cognitive style and infographic technique used in education. The current study has concluded with these results: there are no statistically significant differences at (α <0.05) between the two infographic patterns in terms of (static and motion graphics) presentation in developing the cognitive aspects and the performance aspects of digital graphic design skills and the motivation towards them among students of educational technology in experimental groups at the University of Jeddah; there are statistically significant differences at (α <0.05) of the cognitive style (tolerance\ intolerance of ambiguity) in developing the cognitive aspects and the performance aspects of digital graphic design skills and the motivation towards them among students of educational technology in experimental groups at the University of Jeddah; there were no statistically significant differences at the level (α <0.05) of the interaction between the two infographic patterns in terms of presentation (static, motion graphics) and cognitive style (tolerance\ intolerance of ambiguity) in developing cognitive aspects of digital graphic design skills and the motivation towards them among students of educational technology in Experimental groups at the University of Jeddah. Based on the results, the study recommends the necessity of employing infographics with its static and motion graphics patterns in teaching the course of digital graphics and other courses because of its great impact in developing the performance and cognitive skills and raising the efficiency of education in comparison with traditional methods. In addition to the need to pay attention to the cognitive styles of students and take them into account in designing university courses and choosing appropriate teaching methods. (Author’s abstract)