تأثير التعلم بالواقع المعزز القائم على نموذج التصميم التحفيزي في تعزيز الانخراط لدى الطلاب
الكلمات المفتاحية:
الواقع المعزز القائم على نموذج التصميم التحفيزي، الانخراط في التعلم، البحث القائم على التصميم
الملخص
هدف البحث إلى استكشاف أثر التعلم بالواقع المعزز التحفيزي في تعزيز انخراط الطلاب، من خلال مدخل البحث المستند للتصميم. كما اعتمدت البحث على تصميم تجريبي ثلاثي المجموعات: مجموعة درست باستخدام الواقع المعزز القائم على نموذج التصميم التحفيزي، ومجموعة درست باستخدام الواقع المعزز فقط، ومجموعة ضابطة درست بالطريقة التقليدية، طبّقت البحث على عينة من (90) طالبًا من الصف الثاني الثانوي بمدرسة أم القرى الثانوية بمحافظة جدة، خلال الفصل الدراسي الثالث من العام الدراسي 1446هـ، وركزت على وحدة "الوراثة المعقدة والوراثة البشرية" من مقرر أحياء (3–2). واستخدم البحث مقياس انخراط الطلاب بالإضافة إلى المقابلة شبه المقننة، أظهرت النتائج وجود فروق ذات دلالة إحصائية لصالح المجموعة التي درست باستخدام الواقع المعزز التحفيزي، حيث ساهمت الأنشطة في تعزيز الانخراط السلوكي من خلال التفاعل والتركيز، والانخراط الوجداني من خلال الحماس والمتعة، والانخراط المعرفي من خلال تحسين الفهم. وأوصى البحث بضرورة تضمين أنشطة الواقع المعزز القائم على نموذج التصميم التحفيزي في المناهج الدراسية، وتدريب المعلمين على توظيف أدوات التحفيز الرقمي، مع اقتراح إجراء دراسات مستقبلية في مراحل تعليمية ومجالات معرفية متعددة.
المراجع
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2. البلوشي، زليخة. (2023). استخدام استراتيجية الواقع المعزز في مقرر العلوم لزيادة التحصيل الأكاديمي. المجلة العربية للعلوم التربوية والنفسية، 7(31)، 251-292.
3. الحافظي، فهد. (2020). نموذج مقترح لتوظيف تكنولوجيا الواقع المعزز في مقررات السنة التحضيرية وفاعليته في تنمية مهارات التعلم المنظم ذاتيًا لدى طلاب جامعة الملك عبد العزيز. مجلة جامعة الملك عبد العزيز، كلية الآداب والعلوم الإنسانية، 28(12)، 252-289.
4. العشماوي، وفاء. (2022). تصميم بيئة تعلم نقال قائمة على نمطي الدعم التعليمي (واقع معزز/واقع افتراضي) وفاعليتها في تنمية بعض مهارات إنتاج عناصر التعلم الرقمية والانخراط في التعلم لدى طلاب شعبة معلم الحاسب الآلي. المجلة التربوية لكلية التربية بسوهاج، 99(99)، 69-187.
5. العمري، عائشة، والعوهلي، دلال. (2023). درجة توظيف روبوت الدردشة الافتراضي Chatbot لتحسين جودة التعليم وتنمية مهارات التفكير الإبداعي من وجهة نظر متخصصي تكنولوجيا التعليم. المجلة الدولية لتكنولوجيا التعليم والمعلومات، 1(3)، 33-49.
6. Abad-Segura, E., González-Zamar, M.-D., Luque-de la Rosa, A., & Morales Cevallos, M. B. (2020). Sustainability of educational technologies: An approach to augmented reality research. Sustainability, 12(10). https://www.mdpi.com/2071-1050/12/10/4091
7. AL- Halfawi, W., & Zaki, M. (2015). Educational Technology from Traditional to Digital, Jeddah. King Abdulaziz University Press, Scientific Publishing Center.
8. Al-Hafdi, F. S. (2023). Distance learning gains via digital platforms during the COVID-19 pandemic: A qualitative study of the experience of faculty members. Umm Al-Qura University Journal of Educational & Psychological Sciences, 15(1).
9. Al-Hafdi, F. S. (2025). The effectiveness of a sustainable environment based on augmented reality in developing media literacy skills for secondary school students. Ajman Journal of Studies & Research, 24(1).
10. Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ten years of gamification-based learning: A bibliometric analysis and systematic review. International Journal of Interactive Mobile Technologies, 18(7), 188–210. https://doi.org/10.3991/ijim.v18i07.45335
11. Al-Hafdi, F. S., & AlNajdi, S. M. (2024). The effectiveness of using chatbot-based environment on learning process, students’ performances and perceptions: A mixed exploratory study. Education and Information Technologies, 29, 20633–20664. https://doi.org/10.1007/s10639-024-13024-1
12. Alhalafawy, W. S., & Zaki, M. Z. (2024). The impact of augmented reality technology on the psychological resilience of secondary school students during educational crises. Ajman Journal of Studies & Research, 23(1).
13. Alharbi, T. S., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). Exploring the framework for intelligent operations (FiOps) for teachers in the era of generative AI (GenAI). International Journal of Learning, Teaching and Educational Research, 24(8).
14. Alnimran, F. M., & alhalafawy, w. s. (2024). Qualitative Exploration of the Opportunities and Challenges of Online Training According to the Behavioral Intention Variables of the Most Trained Teachers During the COVID-19 Pandemic. Journal of Infrastructure, Policy and Development, 8(8), 4837. https://doi.org/10.24294/jipd.v8i8.4837
15. Alrashedi, N. T., Alsulami, S. M. H., Flatah, A. I., Najmi, A. H., & Alhalafawy, W. S. (2024). The Effects of Gamified Platforms on Enhancing Learners’ Ambition. Journal of Ecohumanism, 3(8), 3393-3304. https://doi.org/10.62754/joe.v3i8.5004
16. Alrashedi, N. T., Najmi, A. H., & Alhalafawy, W. S. (2024). Utilising Gamification to Enhance Ambition on Digital Platforms: An Examination of Faculty Members Perspectives in Times of Crisis. Journal of Ecohumanism, 3(8), 3404-3416. https://doi.org/10.62754/joe.v3i8.5003
17. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Non-stop educational support: Exploring the opportunities and challenges of intelligent chatbots use to support learners from the viewpoint of practitioner educators. Journal of Ecohumanism, 3(3), 229–212.
18. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2025). Chatbots in education. In Empowering STEM Educators With Digital Tools (pp. 137–154). IGI Global.
19. Alzahrani, A., & Al-Hafdi, F. S. (2021). Effectiveness of augmented reality in developing the reflective thinking skills among secondary school students. Multicultural Education, 7(1), 1–10. https://doi.org/10.5281/zenodo.5294802
20. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified platforms: The impact of digital incentives on engagement in learning during COVID-19 pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. https://doi.org/10.30819/cmse.6-2.05
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منشور
2025-10-17
كيفية الاقتباس
عبدالعزيز عبدالله الزهراني, د. فهد بن سليم الحافظي, & د. أحمد بن إبراهيم فلاته. (2025). تأثير التعلم بالواقع المعزز القائم على نموذج التصميم التحفيزي في تعزيز الانخراط لدى الطلاب. Journal of Arts, Literature, Humanities and Social Sciences, (125), 33-55. https://doi.org/10.33193/JALHSS.125.2025.1528
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2025 عبدالعزيز عبدالله الزهراني , د. فهد بن سليم الحافظي , د. أحمد بن إبراهيم فلاته
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