The editor-in-chief's speech in the opening editorial No. 17
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article
2021
ara
المجلة العلمية للجمعية المصرية للکمبيوتر التعليمي
الجمعية المصرية للکمبيوتر التعليمي
2682-2598
9
v.
1
no.
2021
0
0
https://eaec.journals.ekb.eg/article_131757_0f7734e19b5878a80d8f175fbb7a6031.pdf
dx.doi.org/10.21608/eaec.2021.131757
Cover issue and initial information
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article
2021
ara
المجلة العلمية للجمعية المصرية للکمبيوتر التعليمي
الجمعية المصرية للکمبيوتر التعليمي
2682-2598
9
v.
1
no.
2021
https://eaec.journals.ekb.eg/article_200847_aa1ec2a4650c151f28be82b4354a0198.pdf
dx.doi.org/10.21608/eaec.2021.200847
The effect of the difference in the pattern of electronic sensory reinforcement on engagement in learning and the motivation for achievement and the survival of the effect of learning among hearing-impaired students
Abeer bedair mohamed
basuny
Department of Educational Technology and Computer, College of Education, Kafr El Sheikh University, Kafr El Sheikh, Egypt
author
Amira Ahmed fouad Hassan
El-Okkiah
Department of Educational Technology and Computer, Faculty of Specific Education, Kafr El Sheikh University, Kafr El Sheikh, Egypt
author
text
article
2021
ara
Abstract:Therefore, the current research aims to find out the effect of the difference in the pattern of electronic sensory reinforcement (tactile / visual / tactile visual together) on the development of cognitive achievement and the survival of the impact of learning and motivation for achievement and engaging in learning for the social studies course for hearing-impaired students.To achieve this goal, teaching and testing were conducted using the proposed electronic sensory enhancement on the research sample, which is (15) students in the third grade of middle school for the hearing impaired ، And dividing them into three main groups, a group for which electronic sensory reinforcement (tactile) is presented, a group for which electronic sensory reinforcement (visual) is presented, a group for which electronic sensory reinforcement is provided (tactile visual together), according to the current research variables.A pre-achievement test was applied to show the homogeneity of the experimental groups, then it was applied afterward to measure cognitive achievement and re-applied after ten days to see the survival of the learning effect, as well as applying the measure of motivation to achievement, and applying the measure of engagement in learning on students.The results indicated that there are statistically significant differences between the experimental groups and that the best patterns of electronic sensory reinforcement with the highest average scores is the pattern of reinforcement (visual touch together), on both cognitive achievement, the survival of the learning effect, the motivation for achievement, and engaging in learning.
المجلة العلمية للجمعية المصرية للکمبيوتر التعليمي
الجمعية المصرية للکمبيوتر التعليمي
2682-2598
9
v.
1
no.
2021
1
98
https://eaec.journals.ekb.eg/article_162564_d2d7094e19910afe29ae012e3341849c.pdf
dx.doi.org/10.21608/eaec.2021.61792.1044
The effect of interaction between activities design style (pure/ guided) in E-training Environment and academic Aspiration level (high/ low) on developing Digital Competences and E-Interaction level among Special Programs Students in Education Faculty
eman zaki mousa mahmmed
Elshrief
instructional Technology - Faculty of Specific Education - Minia University - Minia- Egypt
author
text
article
2021
ara
The current research goal extract to develop E-training environment according to the interaction between activities design style (pure/ guided) and Academic Aspiration level (high/ low) and measure its effect on developing Digital Competences and E-Interaction level among (92) students of third grade students of Special Programs Education Faculty Minia University classified according to Academic Aspiration level (high/ low). The current research adopted the developmental approach, and the measurement tools were cognitive test, rubric card, and E-interaction scale. The results showed that the activities design style (pure /guided) and the level of academic aspiration (high /low) in the E- training Environment achieved effective results in both the cognitive, performance of digital competences, and e -interaction aspects of the students of the research group (pure), and the level of ambition (high) surpasses (low), and in the cognitive side of digital competencies and e-interaction there is no interaction between the four groups. As for the performance domain of digital competencies, there is interaction between the four groups for the benefit of a group of students with high aspiration and a guided activity design style. The research recommended the need to develop digital competencies, design E-training environments, and guided E- activities. The research recommended the necessity of developing Digital Competences and paying attention to designing guided E-Activities at E- Training Environments.
المجلة العلمية للجمعية المصرية للکمبيوتر التعليمي
الجمعية المصرية للکمبيوتر التعليمي
2682-2598
9
v.
1
no.
2021
99
230
https://eaec.journals.ekb.eg/article_162566_6c73c69921d8a1a3464f8f2a2104296c.pdf
dx.doi.org/10.21608/eaec.2021.64896.1045
Interaction between tow type of peer assessments strategy (Pair- Group), and response style (free-Guided) in web-based environment learning, and its effect on reducing on E-Exam's anxiety and Learning Quality on students at Science and Arts Faculty
Said abdelmawgoud
El-aasar
Faculty of Specific Education, Menoufia University
author
text
article
2021
ara
the research aimed to reveal the interactive relationship between the strategy of peer assessments (Pair - groups) in online and the styles of response (open - Guided) on the quality of learning, and E-Exam's anxiety among students of the Faculty of Science and Arts at the University of Najran, designing 2 scale (learning quality, E-Exam's anxiety), and a rubric scale for evaluating students' performance for producing and using e-assessment tools skills. Using t-test, two-way ANOVA, Pearson's correlation, and reached The results indicate: significant statistically differences between the four groups in learning quality in favor of the group assessments strategy, Guided response style, and significant statistically differences between the four groups in E-Exam's anxiety in favor of the pair assessments strategy and Guided response style, and significant Statistically differences for the effect of the interaction between assessments style and response style, where the Guided group style achieved best results, followed by pair oriented style, then groups style, finely pair strategy. assessments strategy, response style and interaction between them contributed to (83%) of the variance in performance of students in learning quality, and the group style achieved the highest results, followed by the Guided pair style, then free pair style, finely group style. assessments style, response style and interaction between them contributed to (47%) of the variance in students ’performance on the E-Exam's anxiety, and the strength of the positive correlation between results of professor’s evaluation and results of the peer assessment in assignment (2) compared to its value in assignment (1).
المجلة العلمية للجمعية المصرية للکمبيوتر التعليمي
الجمعية المصرية للکمبيوتر التعليمي
2682-2598
9
v.
1
no.
2021
231
296
https://eaec.journals.ekb.eg/article_166144_77984467724f5ea9bbd0adf24bbfb8af.pdf
dx.doi.org/10.21608/eaec.2021.69253.1048
The style of planning Role-playing activities( Structured /spontaneous) & the level of engagement in Its performance(Partial /full) In flipped classroom environment & Its effect on developing achievement, Self-organized learning & attitude Towards participation Through the web For Instructional technology students
Asmaa Elsayed Mohamed Abd Elsamad
Mohamed
Helwan University- Faculty of Education -Instructional Technology Dep-
author
text
article
2021
ara
The current research aims at measuring the effect of interaction between the style of planning Role-playing activities (Structured/spontaneous) & the level of engagement in Its performance(Partial/full) In flipped classroom environment in developing achievement, The ability to organized the Self& the attitude Towards Role-playing activities Through the web For Instructional technology students. The research applied on instructional technology students in the 2018/2019 second term. An experimental method is used. The research tools are the achievement test, Self-organized learning scale & attitude Towards Role-playing activities scale. This is for achieving the research objectives and results which reached to., there is A difference between Student's Grade in After measurement For the achievement test, Self-organized learning scale & attitude Towards participation Through the web-scale In the favour of the groups studies byThe style of Spontaneous Roleplaying.It also reached to that there is no Statical difference at the level of ≤ (0.05) Between the average StudentsIn After meaurmentFor achievement test, Self-organized learning scale&attitude Towards participation Through the web-scale As a result to the level of engagement In role-playing(Partial/full) In flipped classroom environment. It also results in There are Statical difference at the level of >00.05between average of instructional technology students In After measurement For achievement test, Self-organized learning scale & attitude Towards participation Through the web As a result to the interaction between Style of planning Role-playing activities (Structured /spontaneous) And the engagement level of performance(Partial/full) In flipped classroom environment in the favor spontaneous of Style of planning Role-playing activities.
المجلة العلمية للجمعية المصرية للکمبيوتر التعليمي
الجمعية المصرية للکمبيوتر التعليمي
2682-2598
9
v.
1
no.
2021
297
386
https://eaec.journals.ekb.eg/article_170458_f04ed447edfb5d9f58f033c52a3537ad.pdf
dx.doi.org/10.21608/eaec.2021.69018.1047
The interaction between the infographic pattern and the cognitive style in an interactive learning environment to development the concepts of the computer course for hearing-impaired students and reducing their cognitive load.
Hanan
Ammar
specific Education Benha University
author
text
article
2021
ara
The purpose of the research is determining the effect of the interaction between the infographic pattern (fixed- interactive) in an interactive learning environment in the context of its interaction with the cognitive style (dependents- independents) to development the cognitive achievement of internet concepts in the computer course, and reducing cognitive load of hearing-impaired students. In this research, the semi- experimental design according to the factorial design (2 x 2) with four experimental groups. The research consisted of an independent variable with two levels: infographics (fixed-interactive) and a descriptive cognitive method (dependents vs. independents).The research included two dependent variables (cognitive achievement of Internet concepts - cognitive load). The research sample consisted of (40) students of the first prep school in deaf and dumb schools in Qalyubia Governorate. The most significant results were there is a positive effect of the interaction between the infographic pattern and the cognitive style on the two dependent variables (achievement / cognitive load). The size of the effect was large in favor of the interactive infographic in both achievement and reducing the cognitive load, and the research recommended the necessity for introducing electronic activities after studying by infographics with its various patterns to enrich the information.
المجلة العلمية للجمعية المصرية للکمبيوتر التعليمي
الجمعية المصرية للکمبيوتر التعليمي
2682-2598
9
v.
1
no.
2021
387
490
https://eaec.journals.ekb.eg/article_172873_dab8a4c5b7869324c78f9c9459827717.pdf
dx.doi.org/10.21608/eaec.2021.76124.1051
Acceptance of the students of the faculty of veterinary medicine, south valley university to the technology of e-tests platforms: a case of google form quiz
Yasser A
Ahmed
1Department of histology, Faculty of Veterinary Medicine, South Valley University, Egypt
author
Akram Fathy
Mostafa
Department of Instructional Technology, South Valley University, Qena 83523, Egypt
author
text
article
2021
ara
Application of technology became a part of histology teaching and examination. For years, the 1ST year students used to do a traditional examination (Pen-paper tests) in the Histology subject twice a year (January and May). Google form quiz as a method of electronic test was introduced to the 1st year students at the Faculty of Veterinary Medicine, South Valley University for the first time in May 2019. The level of students' acceptance of the new approach was evaluated using s questionnaire based on technology acceptance model. Analysis of the students' responses revealed a high acceptance rate to E-test cloud platform. Factors affecting the student acceptance rate were Perceived Ease of Use, Perceived Usefulness, Behavioural Intension and Actual Use. It is recommended to apply the Google form quiz as an official and accepted E-test platform at the South Valley university. Furthermore, the faculty members and students should be trained to use this new approach in the examination
المجلة العلمية للجمعية المصرية للکمبيوتر التعليمي
الجمعية المصرية للکمبيوتر التعليمي
2682-2598
9
v.
1
no.
2021
1
12
https://eaec.journals.ekb.eg/article_162563_f97f21c2183e3ee832eafd0d16526613.pdf
dx.doi.org/10.21608/eaec.2021.57691.1043