The interaction of electronic support patterns (live/visual) and content organization methods (total/partial) in virtual learning environments on the achievement and development of skills for producing digital learning elements among students of the Education Technology Division

The current research aimed to identify the impact of the interaction between the electronic support style (live - visual) and the way of displaying content (total - partial) in virtual learning environments on developing the skills of producing digital learning elements among students of the Education Technology Division. It consisted of (120) male and female students, and they were divided into four experimental groups according to the experimental design of the study, each group consisted of (30) male and female students. Equality was taken into account as much as possible in the homogeneity of each group. The first group studies the content presented in the style of displaying the total content with the provision of live electronic support, the second group studies the content presented in the form of the presentation of the partial content with the provision of live electronic support, and the third group studies the content presented in the style of displaying the total content with Providing visual electronic support, and the fourth group studies the content presented in the manner of presenting the total content with the provision of visual electronic support. The research tools included a test in cognitive achievement, a test to measure the performance aspect, and the tools were applied before and after the research groups and using appropriate statistical methods The results of the current search resulted in the following:
1. There are statistically significant differences between the mean scores of the students of the experimental groups in the post application of the cognitive achievement test, due to the main effect of the teaching support style (live/visual).
2. There are statistically significant differences between the mean scores of the students of the experimental groups in the post application of the cognitive achievement test, due to the main effect of organizing the content presentation (whole/partial).
3. There are statistically significant differences between the mean scores of the students of the experimental groups in the post application of the cognitive achievement test, due to the effect of the interaction between the patterns of teaching support and the style of content presentation.
4. There are statistically significant differences between the mean scores of the students of the experimental groups in the post application of the performance aspect observation card, due to the main effect of the teaching support style (live/visual).
5. There are statistically significant differences between the mean scores of the students of the experimental groups in the post-application of the performance aspect note card, due to the main effect of organizing the content presentation (whole/partial).
6. There are statistically significant differences between the mean scores of the experimental groups students in the post application of the performance side note card, due to the effect of the interaction between the educational support styles and the content presentation