التعلم المستدام: أثر الواقع المعزز على مهارات الوعي المعلوماتي لدى طالبات المرحلة الثانوية
الكلمات المفتاحية:
التعليم المستدام، الواقع المعزز، الوعي المعلوماتي، طالبات المرحلة الثانوية، بيئات التعلم المستدامة
الملخص
هدف البحث الحالي إلى تصميم بيئة تعلم مستدامة قائمة على تقنية الواقع المعزز، وقياس أثرها في تنمية مهارات الوعي المعلوماتي لدى طالبات المرحلة الثانوية بمدينة جدة. تكوّنت عينة البحث من مجموعتين: تجريبية درست في بيئة تعلم مستدامة قائمة على الواقع المعزز، وضابطة درست في بيئة اعتيادية، وتم تطبيق اختبار قبلي وبعدي لقياس التغير في مستوى الوعي المعلوماتي. أظهرت النتائج وجود فروق دالة إحصائيًا لصالح المجموعة التجريبية، مما يشير إلى فاعلية بيئة التعلم المستدامة القائمة على الواقع المعزز في تحسين مهارات الوعي المعلوماتي لدى الطالبات. كما كشفت النتائج عن تجربة تعلم إيجابية عززت من دافعيتهن واستمتاعهن بالتعلم .انتهى البحث إلى مجموعة من التوصيات أبرزها: توظيف تقنيات الواقع المعزز في تصميم المقررات التعليمية الرقمية، وتطوير برامج تدريبية للمعلمات لتفعيل البيئات التعليمية المستدامة في المراحل الدراسية المختلفة.
المراجع
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3. الحجيلي، سمر بنت احمد بن سليمان. (2019). فاعلية الواقع المعزز في التحصيل وتنمية الدافعية في مقرر الحاسب وتقنية المعلومات لدى طالبات المرحلة الثانوية. مجلة الدوريات المصرية، 3(9)، 31-90.
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8. 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).
9. Ahuja, N. J., Dutt, S., Choudhary, S. l., & Kumar, M. (2025). “Intelligent Tutoring System in Education for Disabled Learners Using Human–Computer Interaction and Augmented Reality”. International Journal of Human–Computer Interaction, 41(3), 1804-1816. https://doi.org/10.1080/10447318.2022.2124359
10. Alahmari, M., Issa, T., Issa, T., & Nau, S. Z. (2019). Faculty awareness of the economic and environmental benefits of augmented reality for sustainability in Saudi Arabian universities. Journal of Cleaner Production, 226, 259-269. https://doi.org/https://doi.org/10.1016/j.jclepro.2019.04.090
11. 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).
12. Al-Halfawi, W., & Zaki, M. (2015). Educational Technology from Traditional to Digital, Jeddah. King Abdulaziz University Press, Scientific Publishing Center.
13. 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
14. 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
15. 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
16. Alrashidi, M. (2023). Synergistic integration between internet of things and augmented reality technologies for deaf persons in e-learning platform. The Journal of Supercomputing, 79(10), 10747-10773. https://doi.org/https://doi.org/10.1007/s11227-022-04952-z
17. Amara, K., Kerdjidj, O., Guerroudji, M. A., Zenati, N., & Ramzan, N. (2025). Advancements and challenges in CT image segmentation for COVID-19 diagnosis through augmented and virtual Reality: A systematic review and future perspectives. Journal of Radiation Research and Applied Sciences, 18(2), 101374. https://doi.org/https://doi.org/10.1016/j.jrras.2025.101374
18. Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education – cases, places and potentials. Educational Media International, 51(1), 1-15. https://doi.org/10.1080/09523987.2014.889400
19. Chen, A., Jesus, R., & Vilarigues, M. (2025). Synergy of Art, Science, and Technology: A Case Study of Augmented Reality and Artificial Intelligence in Enhancing Cultural Heritage Engagement. J Imaging, 11(3). https://doi.org/10.3390/jimaging11030089
20. Dzyuba, N., Jandu, J., Yates, J., & Kushnerev, E. (2025). Virtual and augmented reality in dental education: The good, the bad and the better. European Journal of Dental Education, 29(3), 497-515. https://doi.org/https://doi.org/10.1111/eje.12871
21. Gelbwasser, S. (2004). Literacy for lifelong learning institute students. Johnson & Wales University.
22. Gómez-Galán, J., Vázquez-Cano, E., Luque de la Rosa, A., & López-Meneses, E. (2020). Socio-Educational Impact of Augmented Reality (AR) in Sustainable Learning Ecologies: A Semantic Modeling Approach. Sustainability, 12(21).
23. Gupta, P., Chauhan, S., & Goel, S. (2024). Task-technology synergy of augmented reality retail technology features: a meta-analysis. Spanish Journal of Marketing - ESIC, 29(4), 518-537. https://doi.org/10.1108/sjme-02-2024-0045
24. Hönemann, K., Konopka, B., Prilla, M., & Wiesche, M. (2025). A Comparative Study of Handheld Augmented Reality Interaction Techniques for Developing AR Instructions using AR Authoring Tools. Computers in Industry, 164, 104205. https://doi.org/https://doi.org/10.1016/j.compind.2024.104205
25. Huang, H., & Liu, G. (2024). Evaluating students’ behavioral intention and system usability of augmented reality-aided distance design learning during the COVID-19 pandemic. Universal Access in the Information Society, 23(3), 1217-1231. https://doi.org/10.1007/s10209-022-00920-9
26. Ibrahim, H. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ethnographic Insights of Educational Digital Life Behaviours: A Study of Affluent Schools. Journal of Ecohumanism, 3(7), 4413-4428. https://doi.org/10.62754/joe.v3i7.4556
27. Jerjes, W., & Majeed, A. (2025). Transforming GP training in the UK: the lasting impact of COVID-19 on telehealth and hybrid care models [Opinion]. Frontiers in Medicine, Volume 12 - 2025. https://doi.org/10.3389/fmed.2025.1595937
28. Joo-Nagata, J., Martinez Abad, F., García-Bermejo Giner, J., & García-Peñalvo, F. J. (2017).
29. Karagozlu, D. (2021). Creating a sustainable education environment with augmented reality technology. Sustainability, 13(11), 5851.
30. Karagozlu, D. (2021). Creating a Sustainable Education Environment with Augmented Reality Technology. Sustainability, 13(11).
31. Kesim, M., & Ozarslan, Y. (2012). Augmented Reality in Education: Current Technologies and the Potential for Education. Procedia - Social and Behavioral Sciences, 47, 297-302. https://doi.org/https://doi.org/10.1016/j.sbspro.2012.06.654
32. Kim, J., Wang, K., Miller, J., Dorneich, M. C., Winer, E., Brown, L., & Caldwell, B. (2025). Creating augmented reality-based experiences for aviation weather training: Challenges, opportunities, and design implications for 3D authoring. Ergonomics, 68(3), 374-390. https://doi.org/10.1080/00140139.2024.2329696
33. Kondepudy, K., Saini, M., Jaiswal, G., & Singh, J. (2025, 2025//). Enhancing Interactive Experiences: The Synergy of Augmented Reality and Reinforcement Learning in Gaming. Proceedings of Data Analytics and Management, Singapore.
34. Koparan, B. (2025). Examining the Impact of Augmented Reality Texts on Students’ Attitudes Toward Environmental Issues and Sustainable Development. Sustainability, 17(13).
35. Mayer, R. E. (2005). The Cambridge handbook of multimedia learning: Cambridge university press.
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منشور
2025-11-22
كيفية الاقتباس
عبير علي محمد العامودي, د. دارين مبارك السلمي, & أ.د. مروة زكي توفيق زكي. (2025). التعلم المستدام: أثر الواقع المعزز على مهارات الوعي المعلوماتي لدى طالبات المرحلة الثانوية. Journal of Arts, Literature, Humanities and Social Sciences, (126), 464-477. https://doi.org/10.33193/JALHSS.126.2025.1577
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2025 عبير علي محمد العامودي , د. دارين مبارك السلمي , أ.د. مروة زكي توفيق زكي
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