The effect of augmented reality and learning style (deep- surface) in the development of web-design skills among educational technology students in the Faculty of Education of the University of Jeddah

     This study aims at recognizing the impact of augmented reality and the method of learning (surface-deep) in the development of the skills of designing educational web sites for students of educational technologies at the Faculty of Education, University of Jeddah. The researcher designed three tools to study: (Learning Style Scale, Achievement Test, Skills Assessment Card, and Educational Web Design). The sample of the study consists of (40) male students were chosen intentionally and they are students of Bachelor of Education Techniques, Faculty of Education, University of Jeddah. They were divided into two experimental groups. The first experimental group consists of (22) students are learning according to the method of deep learning. While the second experimental group consists of (18) students who are learning according to the method of surface learning. The researcher follows the quasi-experimental research design. Building a list of educational web design skills. Also, there are statistically significant differences at the level of function (0.05) between the average scores of students in the post-test in educational web design skills. This indicates the existence of statistically significant differences between the scores of students in the two groups (deep - Superficial) in the post-test of the application. Also, from the arithmetic averages, is shown that these differences are in favor of students of the group with deep learning style. Likewise, there are statistically significant differences at the level of function (0.05) between the average scores of students in the post-test in the skills of designing educational websites. This indicates that there are statistically significant differences between the scores of the students of the two groups (deep - superficial) in the card grades. It is shown from the arithmetic averages that these differences are in favor of deep learning style group students.  The study recommends developing of the positive attitudes towards the use of augmented reality and learning style during the study. Also, teaching students a course on augmented reality technology. In addition to that, training male and female students of the College of Education, before involving themselves in work, on the use of the augmented reality technology and learning style. Besides, the study recommends holding of training courses and workshops on the importance of the augmented reality and learning style and how to use them in education.