أثر تدريس التربية الإسلامية باستخدام تقنية الواقع المعزز في تنمية مهارات التفكير الإبداعي لدى طلبة الصف الخامس الأساسي
This study aimed to investigate the effect of teaching Islamic Education using augmented reality technology in developing creative thinking skills among fifth-grade students in Jordan. The study followed the quasi-experimental approach, and the study sample consisted of (59) female students, distributed into two groups: an experimental group, which was studied using augmented reality technology, numbering (29) female students, and a control group, which studied using the usual method, numbering (30) female students. To achieve the objectives of the study, a teacher’s guide was prepared. To carry out the experiment. A pre-post test on creative thinking was prepared, consisting of three levels: (fluency, flexibility, and expansion). Its validity and reliability were verified. The results of the study showed that there was a statistically significant difference at a significance level (α=0.05) between the arithmetic averages of the performance of the members of the two study groups at each level of the creative thinking test, individually and together, due to the teaching strategy variable, in favor of the performance of the members of the experimental group. Since the use of augmented reality technology had an impact on developing creative thinking skills, the study recommended that Islamic education teachers use augmented reality technology in teaching, in addition to holding training courses and workshops for male and female Islamic education teachers on the use of augmented reality technology in teaching. (Published abstract)