The Effect of the Interaction between the two Infographic Types and the Cognitive Style and their Impact on Developing the Cognitive and Performance Aspects of Digital Graphics Design Skills and Motivation towards them among Students of Educational Technology at the University of Jeddah
DOI:
https://doi.org/10.36473/ujhss.v61i2.1860Keywords:
Infographics, Cognitive Styles, Tolerance\ Intolerance of Ambiguity, Cognitive Skills, Performance, Digital Graphic Design Skills, MotivationAbstract
The current research aims to investigate the effect of the interaction between the two types of infographics in terms of presentation and cognitive style in developing digital graphics design skills and motivation towards it among undergraduate students in the Department of Educational Technology, College of Education, University of Jeddah, Saudi Arabia. To achieve this, the experimental method was used and the study sample consisted of (109) students, who were divided into four experimental groups according to the cognitive style and the infographic technique used in education. The research reached a number of results. The most important of which are: the absence of statistically significant differences at the level (α < 0.05) of the interaction between the two types of infographics in terms of presentation (static, motion) and cognitive style (tolerance\ intolerance of ambiguity) in the development of cognitive aspects of digital graphic design skills and motivation towards it among students of Educational Technology in experimental groups at the University of Jeddah. In the light of the foregoing, the research presented a set of recommendations, most notably: the necessity of employing infographic technology in its static and motion patterns in teaching the digital graphics design course and other courses.
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