أثر التحول إلى التعليم المدمج في ظل تداعيات جائحة كورونا covid 19 على التحصيل الدراسي وخفض العبء المعرفي لدى طلاب المرحلة الجامعية
The study aimed to introduce blended education and its impact on academic achievement and the cognitive burden of undergraduate students. The number of the sample used in the study was (120) students in the fourth year, all divisions for the academic year (2020-2021), and the researcher used the quasi- experimental approach. The results of the study revealed that there were statistically significant differences between the mean scores of the students of the experimental and control groups in the post application of the mental health academic achievement test in favor of the experimental group students, and there were statistically significant differences between the mean scores of the students of the experimental and control groups in the post application of the burden scale. The cognitive load in favor of the experimental group students, in addition to the presence of statistically significant differences between the mean scores of the experimental group students in the academic achievement of the subject of mental health (before, after) due to the variable of specialization, and there are statistically significant differences between the mean scores of the experimental group students in the cognitive burden (before, after) due to the variable of specialization, and the presence of a significant impact of the transition to blended education on academic achievement and a reduction in the cognitive load (intrinsic and external), an increase in the closely related burden of undergraduate students, and a positive correlation between academic achievement and the cognitive burden of undergraduate students. (Published abstract)