The relationship between the intensity of visual cues (high - low) and where they appear (content - activities) in an e-learning environment and its impact on the quality of educational systems production, visual attention, and awareness of metacognition among female student teachers and their responses

Document Type : Original Article

Abstract

The current research aimed to reveal the impact of relationship between the intensity of cues (high - low), and where they appear (content - activities), on the quality of educational systems production, visual attention, awareness of metacognition, and responses. The students were divided into four equal experimental groups. The research tools were: the product evaluation form to measure the quality of educational systems product, the visual attention scale, the metacognition awareness scale, and the students' response scale.
The results of the research revealed that: there is an interaction between the intensity of the cues and the place they appear on the students’ scores on the product evaluation form, in the fourth and third experimental groups. Second: There are no statistically significant differences due to the interaction between the intensity of cues (high - low) and where they appear (content - activities) on visual attention. Third: It was found that there was an interaction between the intensity of the cues and the place of their appearance on the students’ scores on the Metacognition Awareness Scale, in the third and fourth groups, respectively, where the highest interaction appears in the third group (low intensity/content) and then in the fourth group (low intensity/activities). Fourth: The results of analyzing the students' responses showed their positive opinions about the use and effectiveness of visual cues in learning, as well as their preference for the low intensity of visual cues and the place they appear in the activities.

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