فاعلية تقنية الواقع المختلط (mixed reality) في تنمية مهارات التفكير الناقد والدافعية في مادة اللغة العربية لدى تلاميذ الصف الرابع الأساسي
The study aimed to test the effectiveness of mixed reality technology on improvement of critical thinking skills and motivation to learn Arabic Language of basic fourth grade pupils. To achieve that, the study adopted a semi-experimental approach based on the design of the experimental and control groups. The experimental group included (35) students and the control group (33) students from Wadi Hatat School for Basic Education (1-4). The researcher prepared three research materials and two tools. The materials were: Mixed reality technology, a list of critical thinking skills and a guide for the teacher in the steps of teaching by Mixed reality technology. The two tools included a test of critical thinking skills and a measure of motivation. The researcher has verified the validity of materials and tools by presenting them to several of validators and verified the reliability of tools using the appropriate statistical treatments; the rate of reliability of the test and its internal consistency according to the Pearson coefficient 0.96, and the reliability of the scale of the measure of motivation according to the coefficient of alpha Cronbach 0.96. The results showed that there was a statistically significant difference between the mean scores of both experimental and control groups in the critical thinking skills test and measure of motivation in favor of the experimental group (α≤ 0.001). Therefore, the researcher recommended the need to pay attention to the improvement of critical thinking skills in the Arabic language through modern teaching techniques such as the current technology. The researcher suggested conducting studies to reveal the effect of Mixed reality technology in the improvement of other thinking skills in the Arabic language. (Author’s abstract)