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المستخلص
The tools of the information and communication technology revolution are constantly increasing to facilitate the performance of students and provide the effort and time needed to achieve the desired goals, and with the availability of knowledge for all, the need has emerged to use new and rapid methods of transfer that are commensurate with the size and intensity of that knowledge, and from here the infographic appeared with its various designs to give a new visual form in a presentation And the transfer of information in a way that attracts the attention of students, and changing their way of thinking and dealing with the complex information presented before them by converting that information into smooth, easy, clear and interesting images and graphics for students.(Mohamed Shaltout, 2015) explained that infographics gives a new and attractive visual form in collecting, displaying and transferring information and data to students, (Siham Jeroui, 2014) added that infographic is characterized as one of the most effective and attractive means of displaying information, especially through social networks, to merge it between simplicity and ease The speed and entertainment in presenting the information and communicating it to the students, (Moataz Issa, 2014) stressed that infographics simplifies the complex and complex information and makes it easy to understand by relying on transferring information and data from boring numbers and letters to pictures and interesting graphics that can be easily published via electronic applications.(Ghobadi, S., 2013) has been divided into infographics into three patterns according to the nature of their presentation: fixed infographic is the presentation of fully imaged information without movement or interaction of the recipient, and motion infographics is the presentation of information depicted sequentially without interaction from the recipient, and infographic Interactivity is the design of information depicted in a manner that allows the recipient to control and interact with it. Among the studies that focused on the interest in infographics as a technique and a new tool within the e-learning tools and their role in the educational process compared to the educational methods used in education (Trountner, J. 2010), and a study (Siham Al-Jerawi, 2014), and a study by Kibar, Pinar & Akkoyunlu Buket ( 2014), and the study (Salah Abu Zaid, 2016), and the study (Wedad Al-Otaibi, 2016), while the studies differed in determining which of the previous three patterns is more effective in developing variables related to their diversity, as the study (Amr Darwish and Amana Al-Dukhani, 2015) proved the effectiveness of the infographic pattern Fixed versus motion infographic pattern, study (Amal Khalil, 2016), and study (Farouk Al-Sayyad, 2017) demonstrated the effectiveness of the interactive infographic pattern on the fixed and motion patterns, while (Afifi, 2018) study confirmed the effectiveness of fixed infographic pattern versus motion infographic pattern .Motion infographics is based on designing the division of information into small units and this is one of the principles of constructivism, where Brunner notes that learning occurs when providing a simplified educational content to students, then the student organizes it or explores the relationships between information (Amr Darwish and Amani Al-Dukhani, 2015, 286). And this is also consistent with the theory of Ozubel, which depends on the advanced structured model of Ozubel, which depends on the knowledge structure of any study subject consisting in the student’s mind in the same order from the most comprehensive to the least comprehensive (Hanin Hourani, 2011, 23), and as its design works To arouse the student’s motivation through attractive shapes, graphics, colors, and brief texts (Muhammad Khamis, 2011), which is consistent with Paivio’s theory of Dual Coding Theory as he explained (Muhammad Khamis, 2011) which confirms that the human summoning of graphic information is easier than information Verbal, as the picture information contains both an image and text through which double-double encoding is stimulated as there are bonds and relationships between them that allow this dual double encoding, whereas verbal information contains speech so it Catalyst verbal coding only, both (Shaban Ahmad, 2016; Loay Al Hazaymeh, 2008 Ahmed Lafi, 2003) that the student’s ability to process information and use it depends on the limited storage capacity of the brain that acquires, stores and retrieves information, and therefore the energy used to implement the processing of this information in storing it requires a large time due to the amount of information displayed, and this is consistent with the use of Optical stimuli play a visual communication role in data and information design, which was confirmed by Yore, L. & Hand, B., 2010) Hubber, P. et al 2010;) as the human mind perceives visual information and transmits it in a short time in a more effective and permanent way than writing or speaking it, and this is consistent with the behavioral theory that relies on the principle of stimulus and response in addition to reinforcement (Osama Hindawi, 2002,28).Research problem:The current research problem emerged by looking at:Recommendations of many local and international scientific conferences, including the 41st International Conference for the year (2018) on information technology, communications and electronics held in Xia Yi, Taiwan, the International Conference on Advanced Neurotechnology (2017) held in Berlin, and the International Conference on innovations in teaching and learning for (2016) And held at George Mason University, Fairfax, Virginia, and the international conference on the culture of quality assurance: cooperation or competition for the year (2013) held in Bangkok Thailand, where they recommended the necessity of activating infographic in the educational process through following various methods and strategies in light of advanced technology. Recommendations of the Al-Quds Open University symposium on ”Methods of employing infographics in the educational process”, held on 11/26/2013, of the necessity of training faculty members in designing infographics and employing them in the educational process.The results of studies that dealt with the effectiveness of employment of motion infographics and its role in the educational process in the various knowledge and skill aspects in general, including a study (Abdel Aal Al-Sayed, 2018; Israa Al-Farjani, 2018; Abeer Abu Arabian, 2017; Amr Darwish, 2016; Amal Hassan; 2016; Yildrim, S ., 2017; Dimovski, V. & Puskarevic, I., 2016; Cifci, T., 2016) in order to gain scientific concepts in particular, including a study (Najwa Al-Muhammadi, 2017; Asim Omar, 2016; Omar Darwish, 2015), so the researcher By adding the timing of the presentation (before-during-after) on motion infographics to study the effect of its effectiveness on developing scientific concepts of programming subject for students of educational technology.The development of critical thinking skills among students is one of the primary goals of education, and it is necessary to provide students with the skills that enable him to analyze the information that reaches him, to think objectively and flexibly, to issue critical judgments, and to develop critical thinking the spirit of inquiry and research and not to recognize the facts without adequate investigation which leads to A deeper understanding of the cognitive content of students (Faris Al-Seliti, 2006, 33; Fahim Mustafa, 2002, 241). Several studies have emerged that have proven the possibility of developing critical thinking through multimedia educational programs such as graphics, pictures, symbols and written texts, including: (Ahmed Al-Fiqi, 2015; Nasser Al-Khawaldeh, 2015; Zakia Shanna, 2014; Muhammad Al-Jundi, 2014; Mayada Ebeid, 2011) and all these studies recommended developing students ’critical thinking skills to be able to make decisions and solve problems and criticism objectively and open to new ideas and able to face Community challenges.A study (J., 2012, Kruss) concerned with developing critical thinking skills through employing infographic in teaching scientific concepts, and S., 2014 (Foss) study demonstrated a correlation between visual representation strategies and the development of critical thinking skills, and after presenting all These studies, the researcher found the necessity of developing critical thinking among students of educational technology by using one of the variables of modern technologies represented in motion infographics with different timing of its presentation.There are many studies and research that have compared the patterns of timing of infographic display in general (tribal - meanwhile - dimension) more effective in developing variables related to its diversity, its results differed as some research confirmed that the timing of tribal infographic presentation is more effective in achieving learning outcomes compared to timing The dimension, including the study (Salha Al-Ghamdi, 2018) and the study (Yu, f.; Tsai, H. & Wu, H., 2013; Ozan, O., 2013; Walker, E.; Rummel, N. & Koeding, k., 2008), and there is some research and studies that proved the timing of dimensional infographic presentation is more effective in achieving learning outcomes compared to tribal timing such as the study (Baghaei, N .; Mitrovic, A. & Irwin, W., 2007), and some research has confirmed its results on the lack of Statistically significant differences between the timing of infographic display (tribal - dimensional) such as the study (Ashraf Morsi, 2017; Amal Hassan, 2000), and the study (Khaled Farjoun, 2000) confirmed that the timing of displaying motion graphics during the presentation of the verbal language is more effective than the timing of tribal and dimensional presentation In light of the foregoing and due to the difference in the results of studies, research and theories on determining the appropriate timing pattern for motion infographics for use within Learning environments, the question arises about the effect of the timing of motion infographic presentation (tribal - meantime - dimensional) in providing scientific concepts for programming and developing critical thinking.Research questions:In the light of the foregoing and what the results and recommendations of previous studies have shown, the current research attempted to acquire the scientific concepts of programming and developing critical thinking by using the timing of the (tribal - meantime - dimension) presentation of motion infographics among a sample of students of educational technology, and the research problem can be formulated in the following main question:What is the effect of the timing of motion infographic presentation on the acquisition of scientific concepts of programming material and the development of critical thinking among students of educational technology?The main question is divided into the following sub-questions: What is the effect of the timing of motion infographic display (before - during - after) the explanation in acquiring the scientific concepts of programming subject for students of educational technology?What is the effect of the timing of motion infographic display (before - during - after) explanation on developing critical thinking among educational technology students?Research Aims:The research aims to: Disclosure of the effect of timing of motion infographic display (before - during - after) explanation in acquiring scientific concepts of programming subject for students of educational technology.2- Exposing the effect of timing of motion infographic display (before - during - after) explanation in developing critical thinking among educational technology students.Research importance:The importance of the current research stems in:The results of this research may contribute to providing researchers and those in charge of infrared design with a set of design criteria and guidelines that are taken into consideration.The results of this research may be useful to direct the opinion of those in charge of the educational process to the necessity of using motion infographics and to take into account the appropriate time to present it in teaching the various academic courses.The results of this research may help in spreading the culture of using infographics in the educational process and designing it in light of a list of criteria designed by the researcher.The results of this research may contribute to conducting further studies to open new research directions for educational development.The research sample:The researcher applied the study to a random sample of students of the Division of Education Technology at the Faculty of Specific Education and its number (90) students and divided into three experimental groups, each group of (30) students, they are: The first experimental group: timing of motion infographic displays before explanation.The second experimental group: timing of the motion infographics during the explanation. Experimental group Three: Timing of motion infographic display after explanation.Research hypotheses:By informing the researcher about studies and literature in the field of educational technology, the following hypotheses, which the present research seeks to verify, were established:1- ”There is a statistically significant difference between the mean scores for the pre-measurement and the dimensional measurement for the first experimental group (timing of the infographic display before the explanation) to test the scientific concepts of programming material in favor of the dimensional measurement”There is a statistically significant difference between the mean scores for the pre-measurement and the dimensional measurement for the first experimental group (timing of the infographic display before the explanation) for testing critical thinking and its dimensions for programming material in favor of the dimensional measurement.3-”There is a statistically significant difference between the mean scores of the pre-measurement and the dimensional measurement of the second experimental group (timing of the infographic display during the explanation) to test the scientific concepts of programming material in favor of the dimensional measurement4-”There is a statistically significant difference between the mean scores of the pre-measurement and the dimensional measurement of the second experimental group (timing of the motion infographic display during the explanation) to test the critical thinking of the programming subject in favor of the dimensional measurement.5- ”There is a statistically significant difference between the mean scores for the pre-measurement and the dimensional measurement for the third experimental group (timing of the infographic display after the explanation) to test the scientific concepts of programming material in favor of the dimensional measurement.6- ”There is a statistically significant difference between the mean scores for the pre-measurement and the dimensional measurement for the third experimental group (timing of the infographic display after the explanation) to test the critical thinking of the programming subject in favor of the dimensional measurement7- ”There are no statistically significant differences between the averages of the experimental groups for the timing of the motion infographic display (before explanation - during explanation - after explanation) in the dimensional application of testing the scientific concepts of programming material”8-There are no statistically significant differences between the averages of the experimental groups for the timing of the motion infographic display (before explanation - during the explanation - after the explanation) in the dimensional application of the critical thinking test and its scientific dimensions to the programming material.Search limits:He current research is limited to the following limits:1-The objective limits: the scientific concepts of programming material (Visual Basic 2015 program).2-Human Frontiers: Second year students, Education Technology Division.- Spatial limits: Department of Educational Technology, Faculty of Specific Education, Banha University.4- Time limits: applying the research experience in the first semester of the academic year 2019/2020.Search tools:This research was based on the following tools:1-The motion infographics environment (three treatments) (prepared by the researcher)2- Achievement test in the scientific concepts of programming material (prepared by the researcher).3- Critical thinking test (prepared by the researcher).Research methodology:The current research relied on the descriptive approach in the study, analysis, design and semi-experimental approach in measuring the impact of the independent variable of research on its dependent variables in the application and evaluation stage and the research proceeded according to its procedures.Search procedures:1- Examination of previous Arab and foreign studies related to research variables (timing of motion infographic presentation, acquisition of scientific concepts for programming material, development of critical thinking), with the aim of preparing research chapters, preparing experimental processing materials and designing research tools.2- Preparing a list of general and procedural goals for the scientific concepts of programming material for students of educational technology and presenting them to a group of arbitrators, to identify their importance and make the necessary adjustments to them to reach the final image of the list.3- Preparing a list of the scientific content of the scientific concepts of programming material for educational technology students and presenting it to a group of arbitrators to know the importance of it and make the necessary adjustments to it to reach the final image of the list.4- Evaluating the current reality of the scientific concepts of the programming subject determined for students of educational technology, to determine the shortcomings that exist in this article Preparing research materials and tools, which include the following:Building an achievement test in the scientific concepts of programming material. Building a critical thinking test. Presenting the research materials and tools to the arbitrators, to calculate the validity and reliability of the tools to make the necessary adjustments, and then to apply them in a survey to calculate the ease, difficulty, discrimination, stability, and time coefficient.6- Preparing three of the educational scenario, they are (the educational scenario for the design of the motion infographics before the explanation within the program - the educational scenario for the design of the motion infographics during the explanation inside the program - the educational scenario for the design of the motion infographics after the explanation inside the program) and presenting them to a group of arbitrators to make the necessary adjustments to them to reach For the final image appropriate for the design of motion infographics within the program.7- Determine a list of the necessary technical and educational standards and requirements for motion infographics design through reviewing books and previous studies, selecting appropriate technological tools (programs) that design motion infographics, designing motion infographics and displaying it within the program with different timing of its presentation, and arbitration of the educational program by offering to arbitrators And experts in the field of educational technology to express opinions and proposals, and make the necessary adjustments with the aim of verifying the validity of the decision for use.8-Prepare the motion infographics evaluation card inside the program and present it to a group of arbitrators to determine the extent to which educational and technical standards are required to design and produce the motion infographics within the program to make the necessary adjustments.Conducting the exploratory study on a random sample of (40) from the second year students in the Department of Educational Technology outside the research sample. The survey continued for 15 days.10- Experimenting motion infographics with the diversity of timing of its presentation (before / during / after) explanation to determine its effectiveness in providing scientific concepts for programming and developing critical thinking by selecting a sample of education technology students in the second year of the Department of Educational Technology at the Faculty of Specific Education at the University of Benha, and divided For three experimental groups.11-Application of research tools prior to three research groups.12-Apply experimental treatment material to each of the three experimental groups.13- Apply the search tools one dimensional.14- Collect and sort the data resulting from the application of research tools, and process them statistically.15-Presenting and interpreting the results in light of the theoretical framework, educational studies and theories.16- Formulating recommendations and proposals for future research based on the results of the research.Search variables:1-The independent variable: timing of the presentation (tribal/ during/ after) of the motion infographic.dependent variable: Achievement in the scientific concepts of programming material. Critical thinking.Experimental design:This research used the experimental group design that extends to three experimental groups with pre and post measurement. Table (2) shows the experimental design of the research.Table (1) Experimental Design for Research Groups pre measurement.empirical therapy post measurement.first experimentalgroup Achievement test in scientific concepts For programming material Critical Thinking Test The timing of motion infographicdisplay Before explaining Achievement test in scientific concepts For programming material Critical Thinking Test second experimental group Achievement test in scientific concepts For programming material Critical Thinking Test The timing of motion infographic display During the explanation Achievement test in scientific concepts For programming material Critical Thinking Test third experimental group Achievement test in scientific concepts For programming material Critical Thinking Test The timing of motion infographic display After explanation Achievement test in scientific concepts For programming material Critical Thinking Test research results:1-There is a statistically significant difference between the mean levels of pre and post measurement for the first experimental group (timing of the motion infographic display before explanation) to test the scientific concepts of programming material in favor of the dimensional measurement.2- There is a statistically significant difference between the mean levels of the pre and post measurement for the second experimental group (timing of the motion infographic display during the explanation) to test the scientific concepts of programming material in favor of the dimensional measurement There is a statistically significant difference between the mean levels of the pre and post measurement for the third experimental group (timing of the motion infographic display after explanation) to test the scientific concepts of the programming subject in favor of the dimensional measurement.4- There are statistically significant differences between the mean of the experimental groups for the timing of the motion infographic display (before explanation - during explanation - after explanation) in the post application of testing the scientific concepts of programming material.5- There is a statistically significant difference between the mean levels of pre and post measurement for the first experimental group (timing of the motion infographic display before explanation) to test critical thinking and its dimensions for programming material in favor of dimensional measurement6- There is a statistically significant difference between the mean levels of pre and post measurement for the second experimental group (timing of the motion infographic display during the explanation) to test critical thinking of programming material in favor of dimensional measurement.7-There is a statistically significant difference between the mean levels of the pre and post measurement for the third experimental group (timing of the motion infographic display after explanation) to test critical thinking of the programming subject in favor of the dimensional measurement.8- There are statistically significant differences between the averages of the experimental groups for the timing of the motion infographic display (before explanation - during explanation - after explanation) in the post application of the critical thinking test and its scientific dimensions for programming material.Search Recommendations:Through the results of the current research, the researcher recommends the following:1- Attention to training members of the teaching staff and the assisting body in the use of motion infographics in educational situations.2- Employment of motion infographics in teaching some courses in which students face difficulties in learning it.3- The use of motion infographics to be presented to students before explaining the lesson, and also presenting during the lesson explanation.4- Observing the principles and criteria for designing and producing motion infographics in education, and taking into consideration the integration of theories that support motion infographics with theories of learning when dealing with motion infographics.Proposals for future research1-Study the effect of the timing of motion infographic display on the acquisition of scientific concepts for the subject of methods of planning programs for students of educational technology in the fourth year2- Study the effect of using motion infographics in developing university courses.3- Study the effect of the timing of motion infographic display on the acquisition of scientific concepts for computers for High school students4- Conducting more future research supporting the results of the research.5- Study the effect of the effectiveness of using the current research tools and guiding them in teaching and evaluating the scientific concepts of the programming subject, especially after it has proven its sincerity and consistency.ed in the research as part of the programming course to teach scientific concepts of programming subject to the second year, Division of Education Technology, Faculty of Specific Education, University of Benha.