تأثير موضع الأسئلة بالطبقات الافتراضية القائمة على الفيديو عبر بيئة الواقع المعزز على التحصيل لدى طلاب المرحلة المتوسطة
الكلمات المفتاحية:
موضع الأسئلة، الطبقات الافتراضية، الواقع المعزز
الملخص
تقنية الواقع المعزز أصبحت من التقنيات المهمة وشائعة الاستخدام في السياق التعليمي الاعتيادي. مقاطع الفيديو الرقمي من أكثر الكائنات الرقمية استخدامًا ضمن بيئات الواقع المعزز. إعادة تصميم مقاطع الفيديو الرقمي بحيث يتم تضمينها لأسئلة تساعد الطلاب على اكتساب المعلومات بفاعلية عبر منظومة الواقع المعزز يُعد امرًا بالغ الأهمية. نظرًا لوجود أكثر من موضع لتضمين الأسئلة ضمن مقاطع الفيديو المولدة بالواقع المعزز؛ فإن البحث الحالي جاء ليستهدف تحديد الموضع الأمثل لتضمين الأسئلة من خلال معالجتين، المعالجة الأولى تختص بموضع الأسئلة القبلية حيث يتم توجيه الأسئلة قبل عرض المحتوى، بينما المعالجة الثانية تختص بموضع الأسئلة البعدية حيث يتم توجيه الأسئلة بعد عرض المحتوى. أعتمد البحث على المنهج شبه التجريبي للمقارنة بين المجموعتين التجريبيتين. تكونت عينة البحث من (60) طالبًا بالصف الثالث متوسط، تم توزيعهم عشوائيًا على مجموعتي البحث. تم تطوير اختبار للتحصيل الدراسي. أظهرت النتائج أفضلية موضع الأسئلة القبلية بالمقارنة بموضع الأسئلة البعدية في تنمية التحصيل الدراسي. وأوصى البحث بضرورة الاهتمام بإعادة تصميم مقاطع الفيديو الرقمي في بيئات الواقع المعزز وفقًا لموضع الأسئلة القبلي. كما أوصى البحث بتدريب المعلمين على تصميم مقاطع الفيديو وتضمين الأسئلة بداخلها.
المراجع
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4. Alanzi, N. S., & Alhalafawy, W. S. (2022b). A Proposed Model for Employing Digital Platforms in Developing the Motivation for Achievement Among Students of Higher Education During Emergencies. Journal of Positive School Psychology (JPSP), 6(9), 4921-4933.
5. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. A. (2021). Design an Adaptive Mobile Scaffolding System According to Students' Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies, 15(13).
6. Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.
7. Alhalafawy, W. S., & Zaki, M. Z. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), 107-123. https://doi.org/10.3991/ijim.v13i08.10725
8. Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. International Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151.
9. Alshammary, F. M., & Alhalafawy, W. S. (2022). Sustaining Enhancement of Learning Outcomes across Digital Platforms during the COVID-19 Pandemic: A Systematic Review. Journal of Positive School Psychology, 6(9), 2279-2301.
10. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1-21. https://doi.org/https://doi.org/10.3390/su15021305
11. Alzahrani, F. K. (2021). The effectiveness of Padlet in enhancing reading and writing skills in English language course among EFL students at secondary stage. Journal of Educational and Psychological Studies [JEPS], 15(1), 155-167.
12. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613. https://doi.org/doi.org/10.3390/su15054613
13. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
14. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. https://doi.org/10.30819/cmse.6-2.05
15. Arnab, S., Bhakta, R., Merry, S. K., Smith, M., Star, K., & Duncan, M. (2016). Competition and Collaboration Using a Social and Gamified Online Learning Platform. 10th European Conference on Games Based Learning: ECGBL 2016,
16. Carpenter, S. K. (2012). Testing enhances the transfer of learning. Current directions in psychological science, 21(5), 279-283.
17. Carpenter, S. K., & Toftness, A. R. (2017). The effect of prequestions on learning from video presentations. Journal of Applied Research in Memory and Cognition, 6(1), 104-109.
18. Denner, P. R., & Rickards, J. P. (1987). A developmental comparison of the effects of provided and generated questions on text recall. Contemporary Educational Psychology, 12(2), 135-146. https://doi.org/https://doi.org/10.1016/S0361-476X(87)80047-4
19. Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5 ed.). Addison-Wesley, Longman.
20. Dowaliby, F. J. (1990). Adjunct questions in prose: A question position-by-reading ability interaction. American annals of the deaf, 50-53.
21. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
22. Estapa, A., & Nadolny, L. (2015). The effect of an augmented reality enhanced mathematics lesson on student achievement and motivation. Journal of STEM Education: Innovations and Research, 16(3), 40.
23. Fidalgo-Blanco, A., Martinez-Nuñez, M., Borrás-Gene, O., & Sanchez-Medina, J. J. (2017). Micro flip teaching‒An innovative model to promote the active involvement of students. Computers in Human Behavior, 72, 713-723.
24. Finn, B., & Tauber, S. K. (2015). When confidence is not a signal of knowing: How students’ experiences and beliefs about processing fluency can lead to miscalibrated confidence. Educational Psychology Review, 27(4), 567-586.
25. Henderson, L. M., & Warmington, M. (2017). A sequence learning impairment in dyslexia? It depends on the task. Research in Developmental Disabilities, 60, 198-210. https://doi.org/https://doi.org/10.1016/j.ridd.2016.11.002
26. Herbert, B., Ens, B., Weerasinghe, A., Billinghurst, M., & Wigley, G. (2018). Design considerations for combining augmented reality with intelligent tutors. Computers & Graphics, 77, 166-182. https://doi.org/https://doi.org/10.1016/j.cag.2018.09.017
27. Joo-Nagata, J., Martinez Abad, F., García-Bermejo Giner, J., & García-Peñalvo, F. J. (2017). Augmented reality and pedestrian navigation through its implementation in m-learning and e-learning: Evaluation of an educational program in Chile. Computers & Education, 111, 1-17. https://doi.org/https://doi.org/10.1016/j.compedu.2017.04.003
28. Kugelmann, D., Stratmann, L., Nühlen, N., Bork, F., Hoffmann, S., Samarbarksh, G., Pferschy, A., von der Heide, A. M., Eimannsberger, A., Fallavollita, P., Navab, N., & Waschke, J. (2018). An Augmented Reality magic mirror as additive teaching device for gross anatomy. Annals of Anatomy - Anatomischer Anzeiger, 215, 71-77. https://doi.org/https://doi.org/10.1016/j.aanat.2017.09.011
29. Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers & Education, 118(Supplement C), 150-165. https://doi.org/https://doi.org/10.1016/j.compedu.2017.12.003
30. McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger III, H. L. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of educational psychology, 103(2), 399.
31. Nadolny, L. (2017). Interactive print: The design of cognitive tasks in blended augmented reality and print documents. British journal of educational technology, 48(3), 814-823.
32. Najmi, A. H., Alhalafawy, W. S., & Zaki, M. Z. T. (2023). Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction. Sustainability, 15(4), 3185. https://doi.org/https://doi.org/10.3390/su15043185
33. Peters, M. J., Hauschildt, M., Moritz, S., & Jelinek, L. (2013). Impact of emotionality on memory and meta-memory in schizophrenia using video sequences. Journal of Behavior Therapy and Experimental Psychiatry, 44(1), 77-83.
34. Peverly, S. T., & Wood, R. (2001). The Effects of Adjunct Questions and Feedback on Improving the Reading Comprehension Skills of Learning-Disabled Adolescents. Contemporary Educational Psychology, 26(1), 25-43. https://doi.org/https://doi.org/10.1006/ceps.1999.1025
35. Pressley, M., Tanenbaum, R., McDaniel, M. A., & Wood, E. (1990). What happens when university students try to answer prequestions that accompany textbook material? Contemporary Educational Psychology, 15(1), 27-35.
36. Rahman, S. (2017). The effects of prequestions on classroom learning Iowa State University].
37. Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology: Applied, 15(3), 243.
38. Ricker, T. J., Vergauwe, E., & Cowan, N. (2016). Decay theory of immediate memory: From Brown (1958) to today (2014). The Quarterly Journal of Experimental Psychology, 69(10), 1969-1995.
39. Roediger III, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.
40. Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. Psychological bulletin, 140(6), 1432.
41. Ruiz-Ariza, A., Casuso, R. A., Suarez-Manzano, S., & Martínez-López, E. J. (2018). Effect of augmented reality game Pokémon GO on cognitive performance and emotional intelligence in adolescent young. Computers & Education, 116, 49-63. https://doi.org/https://doi.org/10.1016/j.compedu.2017.09.002
42. Shakroum, M., Wong, K. W., & Fung, C. C. (2018). The influence of Gesture-Based Learning System (GBLS) on Learning Outcomes. Computers & Education, 117, 75-101. https://doi.org/https://doi.org/10.1016/j.compedu.2017.10.002
43. Shelton, C. C., Warren, A. E., & Archambault, L. M. (2016). Exploring the use of interactive digital storytelling video: Promoting student engagement and learning in a university hybrid course. TechTrends, 60(5), 465-474.
44. Urh, M., Vukovic, G., Jereb, E., & Pintar, R. (2015). The Model for Introduction of Gamification into E-learning in Higher Education. Procedia - Social and Behavioral Sciences, 197(Supplement C), 388-397. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.07.154
45. Wang, Y.-H. (2017). Exploring the effectiveness of integrating augmented reality-based materials to support writing activities. Computers & Education, 113, 162-176. https://doi.org/https://doi.org/10.1016/j.compedu.2017.04.013
46. Zeidan, A. A., Alhalafawy, W. S., & Tawfiq, M. Z. (2017). The Effect of (Macro/Micro) Wiki Content Organization on Developing Metacognition Skills. Life Science Journal, 14(12).
47. Zeidan, A. A., Alhalafawy, W. S., Tawfiq, M. Z., & Abdelhameed, W. R. (2015). The effectiveness of some e-blogging patterns on developing the informational awareness for the educational technology innovations and the King Abdul-Aziz University postgraduate students' attitudes towards it. Life Science Journal, 12(12).
2. Al-Nasheri, A. A., & Alhalafawy, W. S. (2023). Opportunities and Challenges of Using Micro-learning during the Pandemic of COVID-19 from the Perspectives of Teachers. Journal for ReAttach Therapy and Developmental Diversities, 6(9s), 1195-1208.
3. Alanzi, N. S., & Alhalafawy, W. S. (2022a). Investigation The Requirements For Implementing Digital Platforms During Emergencies From The Point Of View Of Faculty Members: Qualitative Research. Journal of Positive School Psychology (JPSP), 9(6), 4910-4920.
4. Alanzi, N. S., & Alhalafawy, W. S. (2022b). A Proposed Model for Employing Digital Platforms in Developing the Motivation for Achievement Among Students of Higher Education During Emergencies. Journal of Positive School Psychology (JPSP), 6(9), 4921-4933.
5. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. A. (2021). Design an Adaptive Mobile Scaffolding System According to Students' Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies, 15(13).
6. Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.
7. Alhalafawy, W. S., & Zaki, M. Z. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), 107-123. https://doi.org/10.3991/ijim.v13i08.10725
8. Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. International Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151.
9. Alshammary, F. M., & Alhalafawy, W. S. (2022). Sustaining Enhancement of Learning Outcomes across Digital Platforms during the COVID-19 Pandemic: A Systematic Review. Journal of Positive School Psychology, 6(9), 2279-2301.
10. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1-21. https://doi.org/https://doi.org/10.3390/su15021305
11. Alzahrani, F. K. (2021). The effectiveness of Padlet in enhancing reading and writing skills in English language course among EFL students at secondary stage. Journal of Educational and Psychological Studies [JEPS], 15(1), 155-167.
12. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613. https://doi.org/doi.org/10.3390/su15054613
13. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
14. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. https://doi.org/10.30819/cmse.6-2.05
15. Arnab, S., Bhakta, R., Merry, S. K., Smith, M., Star, K., & Duncan, M. (2016). Competition and Collaboration Using a Social and Gamified Online Learning Platform. 10th European Conference on Games Based Learning: ECGBL 2016,
16. Carpenter, S. K. (2012). Testing enhances the transfer of learning. Current directions in psychological science, 21(5), 279-283.
17. Carpenter, S. K., & Toftness, A. R. (2017). The effect of prequestions on learning from video presentations. Journal of Applied Research in Memory and Cognition, 6(1), 104-109.
18. Denner, P. R., & Rickards, J. P. (1987). A developmental comparison of the effects of provided and generated questions on text recall. Contemporary Educational Psychology, 12(2), 135-146. https://doi.org/https://doi.org/10.1016/S0361-476X(87)80047-4
19. Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5 ed.). Addison-Wesley, Longman.
20. Dowaliby, F. J. (1990). Adjunct questions in prose: A question position-by-reading ability interaction. American annals of the deaf, 50-53.
21. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
22. Estapa, A., & Nadolny, L. (2015). The effect of an augmented reality enhanced mathematics lesson on student achievement and motivation. Journal of STEM Education: Innovations and Research, 16(3), 40.
23. Fidalgo-Blanco, A., Martinez-Nuñez, M., Borrás-Gene, O., & Sanchez-Medina, J. J. (2017). Micro flip teaching‒An innovative model to promote the active involvement of students. Computers in Human Behavior, 72, 713-723.
24. Finn, B., & Tauber, S. K. (2015). When confidence is not a signal of knowing: How students’ experiences and beliefs about processing fluency can lead to miscalibrated confidence. Educational Psychology Review, 27(4), 567-586.
25. Henderson, L. M., & Warmington, M. (2017). A sequence learning impairment in dyslexia? It depends on the task. Research in Developmental Disabilities, 60, 198-210. https://doi.org/https://doi.org/10.1016/j.ridd.2016.11.002
26. Herbert, B., Ens, B., Weerasinghe, A., Billinghurst, M., & Wigley, G. (2018). Design considerations for combining augmented reality with intelligent tutors. Computers & Graphics, 77, 166-182. https://doi.org/https://doi.org/10.1016/j.cag.2018.09.017
27. Joo-Nagata, J., Martinez Abad, F., García-Bermejo Giner, J., & García-Peñalvo, F. J. (2017). Augmented reality and pedestrian navigation through its implementation in m-learning and e-learning: Evaluation of an educational program in Chile. Computers & Education, 111, 1-17. https://doi.org/https://doi.org/10.1016/j.compedu.2017.04.003
28. Kugelmann, D., Stratmann, L., Nühlen, N., Bork, F., Hoffmann, S., Samarbarksh, G., Pferschy, A., von der Heide, A. M., Eimannsberger, A., Fallavollita, P., Navab, N., & Waschke, J. (2018). An Augmented Reality magic mirror as additive teaching device for gross anatomy. Annals of Anatomy - Anatomischer Anzeiger, 215, 71-77. https://doi.org/https://doi.org/10.1016/j.aanat.2017.09.011
29. Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers & Education, 118(Supplement C), 150-165. https://doi.org/https://doi.org/10.1016/j.compedu.2017.12.003
30. McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger III, H. L. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of educational psychology, 103(2), 399.
31. Nadolny, L. (2017). Interactive print: The design of cognitive tasks in blended augmented reality and print documents. British journal of educational technology, 48(3), 814-823.
32. Najmi, A. H., Alhalafawy, W. S., & Zaki, M. Z. T. (2023). Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction. Sustainability, 15(4), 3185. https://doi.org/https://doi.org/10.3390/su15043185
33. Peters, M. J., Hauschildt, M., Moritz, S., & Jelinek, L. (2013). Impact of emotionality on memory and meta-memory in schizophrenia using video sequences. Journal of Behavior Therapy and Experimental Psychiatry, 44(1), 77-83.
34. Peverly, S. T., & Wood, R. (2001). The Effects of Adjunct Questions and Feedback on Improving the Reading Comprehension Skills of Learning-Disabled Adolescents. Contemporary Educational Psychology, 26(1), 25-43. https://doi.org/https://doi.org/10.1006/ceps.1999.1025
35. Pressley, M., Tanenbaum, R., McDaniel, M. A., & Wood, E. (1990). What happens when university students try to answer prequestions that accompany textbook material? Contemporary Educational Psychology, 15(1), 27-35.
36. Rahman, S. (2017). The effects of prequestions on classroom learning Iowa State University].
37. Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology: Applied, 15(3), 243.
38. Ricker, T. J., Vergauwe, E., & Cowan, N. (2016). Decay theory of immediate memory: From Brown (1958) to today (2014). The Quarterly Journal of Experimental Psychology, 69(10), 1969-1995.
39. Roediger III, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.
40. Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. Psychological bulletin, 140(6), 1432.
41. Ruiz-Ariza, A., Casuso, R. A., Suarez-Manzano, S., & Martínez-López, E. J. (2018). Effect of augmented reality game Pokémon GO on cognitive performance and emotional intelligence in adolescent young. Computers & Education, 116, 49-63. https://doi.org/https://doi.org/10.1016/j.compedu.2017.09.002
42. Shakroum, M., Wong, K. W., & Fung, C. C. (2018). The influence of Gesture-Based Learning System (GBLS) on Learning Outcomes. Computers & Education, 117, 75-101. https://doi.org/https://doi.org/10.1016/j.compedu.2017.10.002
43. Shelton, C. C., Warren, A. E., & Archambault, L. M. (2016). Exploring the use of interactive digital storytelling video: Promoting student engagement and learning in a university hybrid course. TechTrends, 60(5), 465-474.
44. Urh, M., Vukovic, G., Jereb, E., & Pintar, R. (2015). The Model for Introduction of Gamification into E-learning in Higher Education. Procedia - Social and Behavioral Sciences, 197(Supplement C), 388-397. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.07.154
45. Wang, Y.-H. (2017). Exploring the effectiveness of integrating augmented reality-based materials to support writing activities. Computers & Education, 113, 162-176. https://doi.org/https://doi.org/10.1016/j.compedu.2017.04.013
46. Zeidan, A. A., Alhalafawy, W. S., & Tawfiq, M. Z. (2017). The Effect of (Macro/Micro) Wiki Content Organization on Developing Metacognition Skills. Life Science Journal, 14(12).
47. Zeidan, A. A., Alhalafawy, W. S., Tawfiq, M. Z., & Abdelhameed, W. R. (2015). The effectiveness of some e-blogging patterns on developing the informational awareness for the educational technology innovations and the King Abdul-Aziz University postgraduate students' attitudes towards it. Life Science Journal, 12(12).
منشور
2023-11-10
كيفية الاقتباس
د. مروة زكي توفيق زكي. (2023). تأثير موضع الأسئلة بالطبقات الافتراضية القائمة على الفيديو عبر بيئة الواقع المعزز على التحصيل لدى طلاب المرحلة المتوسطة. Journal of Arts, Literature, Humanities and Social Sciences, (97), 49-64. https://doi.org/10.33193/JALHSS.97.2023.925
إصدار
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المقالات
