Two levels of providing feedback (verbal and visual) in micro-learning in a blended learning environment and their impact on developing achievement and retention of learning and reducing the cognitive load with hearing disabilities students of high

The current research aimed to identify the impact of two levels of feedback (verbal and visual) in micro-learning in a blended learning environment and their impact on developing achievement and retention of learning and reducing the cognitive load with hearing disabilities students of high and low mental capacity, and the research sample consisted of (22) students of sixth grade students with hearing disabilities, at Al-Amal School for the Deaf and Hard of Hearing, Ashmoun, Menoufia Governorate, were divided into four experimental groups according to the experimental design of the research, and the research results concluded that there are no statistically significant differences between the mean scores of the students in the post application of the research tools, due to the primary effect of the level of providing feedback (verbal and visual), as it was proven that there were no differences Statistically significant between the mean scores of the students in the post application of the research tools, due to the primary effect of the level of mental capacity (high and low), and it was also proven that there was an effect of the interaction between the level of providing feedback and the level of mental capacity on the post application of the achievement test in favor of the first experimental group (verbal, high ), and the absence of an effect of the interaction between the level of providing feedback and the level of mental capacity on each of the follow-up achievement (learning retention) and the cognitive load scale.