تدريس القصة باستخدام تقنية الواقع المعزز لتنمية بعض مهارات الفهم القرائي الإبداعي لدى طالبات الصف الأول الثانوي
The current research aimed at investigating the effectiveness of using augmented reality technology in teaching the story to develop creative reading- comprehension skills for high school students. The research sample consisted of two groups of (60) first grade secondary school students from Hurghada High School for Girls. They were divided randomly into two groups. One of them is the experimental group of thirty (30) students, who studied using augmented reality technology, and the second is the control group of thirty (30) students, who studied in the usual way of teaching. The research adopted a quasi-experimental design with two groups, experimental and controlling. The study utilized a list of creative reading comprehension skills and a test of creative reading comprehension skills. The results showed the effectiveness of using augmented reality technology in providing students with some creative reading comprehension skills and indicated that there are statistically significant differences between the average scores of the experimental group students and the average scores of the control group students in the creative reading comprehension skills test favoring the experimental group. The study recommended the necessity of involving learners in building augmented reality environments and identifying their desires in education. Recommended research by employing augmented reality technology in teaching Arabic and working training courses to train teachers on the use of augmented reality technology and include reading lessons developing creative real understanding skills as recommended for learners to build augmented realities. (Published abstract)