نمط الأسئلة الضمنية (المكثفة/ الموزعة) بالفيديو التفاعلي وأسلوب التعلم (الكلي/ التحليلي) وأثره على تنمية مهارات البرمجة والكفاءة الذاتية لدى تلاميذ المرحلة الإعدادية
The research aims to reveal the effect of the interaction between the time of embedded questions (distributed during the presentation/condensed at the end of the presentation) and the learning method (holistic/analytical) on developing the skill performance of programming with the Scratch language and raising self-efficacy among preparatory school students. The researcher used the experimental design known as the factorial design (2X2), The experimental design includes two treatments (the intensive embedded questions, the distributed embedded questions), and to achieve this goal, the researcher used the three approaches: (the descriptive approach to define standards, the systems development approach to design and develop interactive video, and the timing of the emergence of Implicit questions, and the experimental approach to applying the research experience. These three approaches belong to the category of developmental research. The researcher prepared the research tools (achievement test, observation card, and self-efficacy scale). Also, the Silverman learning style scale (holistic and analytical) was applied and divided the students of the research sample. They were distributed into (4) experimental groups, each group having (25) students. The results of study showed an increase in the cognitive achievement and skill performance of programming skills in the Scratch language for both groups (distributed embedded questions, intensive embedded questions) with the interactive video, and there was a significant effect for the two groups on post achievement. The results of the study also indicate the superiority of the experimental group that studied with the interactive video with the embedded questions distributed to the students of the experimental group that studied with the interactive video with intensive embedded questions. The results of the study also reached to an increase in the scores of the students of the experimental group in the post-application in both (the cognitive achievement test for Scratch programming skills, a observation card, and a self-efficacy scale) is due to the basic effect of the learning style (holistic/analytical) in favor of students of the analytical learning style. The results also revealed that there is an effect of interaction between the style of embedded questions (distributed/intensive) in the interactive video and the learning style (holistic/analytical) on Academic achievement, developing programming skills in the Scratch language, and raising self-efficacy among first-year preparatory school students in favor of the distributed implicit question pattern. This study recommends the need for designers of electronic learning environments to pay attention to interactive video and take learning style into consideration when designing, because of its role in increasing achievement, raising self-efficacy, and skill performance of learners and motivating them to continue learning. (Published abstract)