The Effect of the Interaction between Augmented Reality and Cognitive Holding Power on Developing Skills of Smart Phone Application Programming and Involvement in Learning of Secondary Stage Female Students in Jeddah

This study targeted to develop skills of smartphone applications programming of secondary-stage female students in Jeddah, their involvement in learning, by determining the best mode of interaction between the augmented reality (coding vs imaging) and cognitive holding power (first-rank vs second-rank) in terms of their impact on the development of these skills.
The sample of the study comprised (50) second-grade secondary school students in Jeddah. The study tools included a cognitive-holding power test by Stevenson, 1998, an achievement test, performance test, checklist, and learning-involvement scale. Experimentation comprised of augmented reality (coding vs imaging). The (2X2) experimental design was adopted dividing the sample into four groups according to the mode of augmented reality and cognitive holding power.
Statistical analyses of the data pinpointed the students of the experimental group who used augmented reality (code style) outperformed their peers who used augmented reality (imaging style) in the achievement test, engagement scale and performance test. The students of the experimental group with cognitive holding power (first-rank) out-formed their counterparts with cognitive holding power (second ranks) in the achievement test, while the students of the experimental group with cognitive holding power (second ranks) excelled in the performance test and the learning engagement scale. Th results also show that there was no significant interaction between the mode of the augmented reality (coding vs imaging) and the mode of cognitive holding power (first-rank, second-rank) on the achievement test. While there was significant interaction between them on the performance test and the involvement scale.