التفاعل بين توقيت تقديم الأسئلة الضمنية (الموزعة / في النهاية) ونمط التغذية الراجعة (المكتوبة/ المسموعة) ببيئة تعلم قائمة على الفيديو التفاعلي وأثره على تنمية مهارات إنتاج العروض التقديمية التفاعلية والتحصيل المعرفي ودافعية الإنجاز لدى طلاب كلية التربي
The research aims to determine the appropriate timing for presenting questions (distributed/at the end) in an interactive video learning environment by interacting with the feedback pattern (written/audio) accompanying the implicit questions to develop the production of effective presentations, creative achievement, and effectiveness of achievements among students at the College of Education. The design was designed Practical application (2×2). The technical research was selected, which could not be determined (70) students from the Faculty of Education at October 6 University. The artistic research was analyzed into four cheap groups. The current research used the developmental research approach (Elgazzar, 2014) in designing an interactive video culture menu with the timing of presenting implicit questions (distributed during the presentation/collected at the end) and the style of feedback (written/audio). A list of design criteria was derived, and the research tools include the investigation, the skills score card, and the motivation scale to achieve achievements. The results of the best presentation of implicit questions distributed during the presentation of the questions collected at the end of the presentation in the interactive video showed in both achievements, in terms of the production of interactive presentations and motivation for achievement, and it also contributed to the production of the best feedback pattern on the audible feedback accompanying the implicit questions in the interactive video in developing skills. Production of interactive presentations and motivation for achievement, while there is no statistically significant difference between the two types of feedback (written/audio) accompanying implicit questions in the interactive video on creative achievement. There is also no effect of the interaction between the timing of presenting implicit questions (distributed/collected) and the style of feedback (written/audio) on everyone who challenges the talent’s ability to produce interactive and motivational presentations to achieve achievements. (Published abstract)