أثر استخدام نمط ممارسة الأنشطة التفاعلية الإلكترونية (فردي/ تشاركي) مع الأسلوب المعرفي (متروي/ مندفع) للمعاقين سمعيا في تنمية التحصيل الدراسي والدافعية نحو التعلم
This study aimed to know the impact of using and practicing digital interactive activities (individual/participatory) with the cognitive style (reflection /impulsive) for the hearing disabled in developing academic achievement in the subject of social studies and motivation towards learning at the Al -Amal School for Deaf in the Sultanate of Oman. The researcher has transferred one unit in the subject of social studies to be subjected to hearing students through the digital interactive activities by its individual and participatory patterns. The researcher divided the students according to their cognitive style (impulsive / reflection), and to achieve this, the study sample reached (22) male and female hearing-disabled students from the tenth grade, and related to the variables, they were divided into four experimental groups, The researcher used a quasi-experimental approach to answer the study questions. The research tools were the achievement test in the subject of social studies for the tenth grade, the measure of motivation towards learning, And the measuring mating of the familiar shapes (T.A. M20) to classify students into (reflection /impulsive).The results of the study showed that members of the sample with the reflection style when providing them with digital interactive activities in a participatory manner obtained better results in the achievement test and the motivation scale towards learning from the sample members of the with reflection style who were presented to them on digital interactive activities in its individual style. The study also found that the sample members of the impulsive style when providing them with digital interactive activities in a participatory manner obtained better results in the achievement test and the motivation scale towards learning from the sample members of the impulsive style when the digital interactive activities were presented to it in its individual style. The study recommended using digital interactive activities in its participatory style in the education of the hearing disabled, by concentrating on the cognitive style of the hearing disabled, especially (reflection versus impulsive) as a field to take into account the individual differences between students and to use digital interactive activities in teaching hearing disabled students in different stages such as kindergarten and university education. (Author’s abstract)