نمطا ملخصات الفيديو التفاعلي متعددة الوسائط وتوقيت عرضهما (المايكرو أثناء المشاهدة - الماكرو بعد المشاهدة) وأثرهما على التحصيل والسيطرة المعرفية لدى الطالبات المعلمات وتصوراتهن
The research aimed to reveal the use of two styles of multimedia interactive video summarizations (micro while watching - macro after watching) the video on the achievement of female students' teachers, their holding power control and their perceptions towards both the use of interactive video and multimedia video summarizations, and the timing of their appearance (during - after) watching the video. The research sample consisted of (150) female students of the third year, the Department of Educational Psychology, which were divided into two equal experimental groups. The first was studied with the interactive video in a micro style of multimedia video summarizations that are displayed during watching the content of the video, the second was studied with the interactive video in a macro style of multimedia video summaries that are displayed after watching the content of the video, as they are shown at the end of the interactive video. The research tools consisted of: an achievement test, a measure of the strength of cognitive holding power, a questionnaire measuring students’ perceptions towards each of the use of interactive video, multimedia video summarizations, and the timing of their presentation. The results of the research revealed: First: There are statistically significant differences between the mean scores of the students of the two experimental groups in the pre and post application of the achievement test in favor of the post application for both groups, and a statistically significant difference appeared between the mean scores of the two experimental groups in the post application of the achievement test in favor of the second experimental group, The results revealed that the students of the research sample had achieved a score of 80% on the achievement test. Second: There is a statistically significant difference between the average scores of the first and second experimental group in the pre and post application on the scale of cognitive holding power in its two ranks separately, and on the scale As a whole, in favor of the post application, while there were no statistically significant differences between the mean scores of the students of the two experimental groups in the post application on the cognitive holding power scale with its ranks separately and on the scale as a whole. Finally, the students showed positive perceptions towards the value of using both interactive video and multimedia video summarizations in the two styles of micro while watching the video, and macro after watching, with a preference for the macro style after watching. (Published abstract)