The Impact of the Interaction between Visual Content Delivery Mode (Visual with Written Text /Visual with Audible Text) and Usability (High/Low) in Augmented Reality Environment on Developing Cognitive Achievement and Systematic Thinking in Science for Fourth-Grade Students

Document Type : Original Article

Authors

1 Department of Curriculum and Instruction, Faculty of Education (Cairo), Al-Azhar University, Egypt

2 Department of Libraries, Information, and Educational Technology, Faculty of Education (Cairo), Al-Azhar University, Egypt

Abstract

This research aimed to investigate the impact of interaction between visual content delivery modes (visual with written text /visual with audible text) and usability levels (high/low) within an augmented reality environment on the development of cognitive achievement and systematic thinking in science for fourth-grade students. The researchers employed a quasi-experimental design (2x2 factorial design). The research sample consisted of 100 fourth-grade students, divided into four experimental groups. The research instruments included an illustrated usability scale for the augmented reality environment in science, a cognitive achievement test, and a test for systematic thinking skills in the Living Systems unit in science. The results of the research revealed the effectiveness of augmented reality, regardless of the visual content delivery mode and usability, in enhancing cognitive achievement and systematic thinking skills among fourth-grade students. There was an impact of the visual content delivery mode (visual with written text /visual with audible text) in the augmented reality environment on the development of cognitive achievement and systematic thinking, favouring the auditory visual content delivery mode. Usability (high/low) in the augmented reality environment had an impact on the development of cognitive achievement and systematic thinking, favouring high usability. There is an interaction effect between the visual content delivery mode (visual with written text /visual with audible text) and usability (high/low) in the augmented reality environment. The research suggested that science teachers should adopt augmented reality environments supported by auditory visual content delivery and enhance students' usability to foster cognitive achievement and systematic thinking.

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References

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