The Interaction between Augmented Reality Style (Image Mark/QR Mark) and the Level of Ambiguity Tolerance Ability and Their Impact on Learning Efficiency and the Development of Imaginative Thinking among Educational Technology Students

               This study aims to determine The interaction between augmented reality style (Image mark/QR Mark) and the level of ambiguity tolerance ability and their impact on learning efficiency and the development of imaginative thinking among Educational Technology students. The study sample consists of first year students, Education Tecnology Department, Faculty of Specific Education, Kafrelsheikh University. The students’ number is 56; divided into four groups. Each group has 14 students according to the independent variables of the study. The results of the study show that there is a statistical difference at (,05) in mean scores of the achievement test related to the fundamentals of photography to measure the learning efficiency in favor of the telemetry due to the main effect of the augmented reality style (image mark / QR mark) in favor of augmented reality style image marker regardless of tolerance level. Moreover, The study also confirms that there is no a statistical difference at (,05) between the mean scores of the achievement test related to the basics of photography to measure learning efficiency due to the interaction between the augmented reality style (image mark / QR mark) and the level of ability of ( Tolerance / ambiguity intolerance). Moreover, there is a statistical difference at (,05) in mean scores of the measure imaginative thinking related to the fundamentals of photography to measure the efficiency of learning in favor of the telemetry due to the main effect of the augmented reality style (image mark / QR mark) in favor of augmented reality style image marker regardless of tolerance level. The study also confirms that there is a statistical difference at (,05) between the mean scores of the measure imaginative thinking related to the basics of photography to measure learning efficiency due to the interaction between the augmented reality style (image mark / QR mark) and the level of ability of ( tolerance / ambiguity intolerance) in favor of augmented reality style image marker and ability of tolerance. For further research, the researcher recommends adopting the interaction effect between augmented reality style (image mark style / QR Mark style) and the level of ability of ( tolerance / ambiguity intolerance) on other dependent variables such as study load and mental capacity. In addition, there is a necessity to adopt new styles of augmented reality and to employ them to serve various curricula.