أثر التفاعل بين كثافة تلميحات الانفوجرافيك (كثيف / قليل) ومستوى السعة العقلية (مرتفع / منخفض) على تنمية الفضول العلمي ومهارات استخدام السبورة الذكية لدي طلاب تكنولوجيا التعليم
This paper is an attempt to measure the effect of Interaction between infographic cues Density (Dense/ Few) and the level of mental capacity (High/Low) on the development of scientific curiosity and instruction technology students' skills of using smart board. The sample of the study consists of the third-year students, General Section in the department of instruction Technology, Faculty of Specific Education, Kafrelsheikh University. The total number of the students is (56) students, divided into four groups; each group has (14) students according to the independent variables of the study. The results of the study refer to the differential statistic differences at the level of, (0.05) at the average of the students' grades in the measurement of the scientific curiosity. This is due to the basic effect of the intensity of infographic cues density (dense/ few) in favor of the level of mental capacity (High) regardless of the infographic cues density. Moreover, the results indicate the existence of differential statistic difference at the level of (0.05) between the average of the students' performance in the observation card of using smart board. This is due to the basic effect of the intensity of infographic cues (dense/ few) in favor of the level of mental capacity (dense) regardless of the infographic cues density. In addition, the results indicate the existence of differential statistic difference at the level of (0.05) between the average of the students' performance in the observation card of using smart board. The researcher recommends the necessity of further research on the effect of interaction between other types of infograph cues density and the mental capacity on other dependent variables (e.g. cognitive load and achievement motivation and the necessity of adopting new forms of infographic to facilitate the process of learning and instruction. (Published abstract)