نمطا حركة الرسومات التعليمية المتحركة الرقمية (واقعية مع توقف/ بطيئة) ببيئة الواقع المعزز وأثر تفاعلهما مع الأسلوب المعرفي (الاندفاع/ التروي) على تنمية مهارات إنتاج النماذج المجسمة ثلاثية الأبعاد لدى طلاب تكنولوجيا التعليم
The aim of the research is to study the interaction between the two patterns of movement of digital educational animated graphics (realism with pause during presentation, slow), and the cognitive style (impulsiveness / deliberation) in the environment of augmented reality and its impact on the development of the skills of producing three-dimensional stereoscopic models Education technology students. The factorial design was used (2 × 2), where the experimental design included two independent variables, the first variable represented in the two movement patterns (realism with pause during presentation, slow), and the second variable represented in the cognitive style (impulsiveness / deliberation), and the dependent variable represented in the side The cognitive and performance aspects are the skills of producing three-dimensional stereoscopic models, and the research tools were represented in the cognitive style scale (impulsiveness/reflection) to classify students using the Matching Familiar Figures Test (MFFT). Prepared by Hamdi Ali Al-Faramawy (1985), an achievement test to measure the cognitive side, a note card to measure the performance side, and a final product evaluation card. The research sample consisted of (100) male and female students from the first year of educational technology at the Faculty of Specific Education - Benha University, in the second semester of the academic year (2022, 2023), they were distributed into (4) experimental groups, and a two-way analysis of variance was used. The results showed that: 1) the realistic movement pattern with pauses during the show is better than the slow movement pattern. 2) the cognitive-reflexive style is better than the impulsive style, and the results revealed that there are statistically significant differences between each two groups and each other, except for the two groups (style a movement realistic with to stop submissive, pattern a movement slow Metroi) There was no significant difference between them, and the arrangement of the four groups came as follows: (pattern a movement realistic with to stop metro) then (style a movement slow metro) then (style a movement realistic with to stop impulsive) then (pattern a movement slow impulsive). In light of this, the research presented a set of appropriate recommendations and proposals. (Published abstract)