The interaction between touring styles and learning styles According to Kolb's theory in the virtual museum environment and its impact on the development of immediate and the retention of the impact of learning among students of educational technology and earning them Learning fun.

The aim of the current research is to treat the shortcomings in the achievement of educational technology students in the assistive technology course for people with special needs, and the survival of the effect of learning for them, by determining the most appropriate style of touring in the appropriate virtual museum environment for students of educational technology according to Kolb's learning style and measuring the extent to which they have achieved their learning pleasure. This research has been applied to third-year students in the Education Technology Division for people with special needs at the Faculty of Education, Helwan University. The quasi-experimental approach has been relied upon, The research tools included an achievement test and a questionnaire for the pleasure of learning, and the research reached the following results: There is a statistically significant difference at the level of ≤ 0.05 between the mean scores of the students of the experimental group that studied in the free- touring style in the pre- and post-measurement of the cognitive achievement test in favor of the post-measurement. There is a statistically significant difference at the level of ≤ 0.05 between the mean scores of the students of the experimental group that were studied using the restricted - touring style in the pre and post measurement of cognitive achievement test in favor of the post measurement.&There are no statistically significant differences at the level of ≤ 0.05 between the mean scores of the students of the experimental groups in the immediate achievement test due to the interaction between the touring style (restricted, free) and the learning style (divergent - convergent - accommodating - adaptive) in the virtual museum environment, and there are no significant differences Statistically at a level of ≤ 0.05 among the mean scores of students of the experimental groups in the deferred achievement test, due to the interaction between the touring style (restricted, free) and the learning style (divergent- convergent- assimilative- adaptive) in the virtual museum environment. There are no statistically significant differences at the level of ≤ 0.05 between the mean scores of the students of the experimental groups in the questionnaire for the pleasure of learning due to the interaction between the touring style (restricted, free) and the learning style (divergent- convergent- assimilative- adaptive) in the virtual museum environment. There is also a positive correlation between immediate cognitive achievement and learning pleasure, as well as between delayed cognitive achievement and learning pleasure among students.