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The Effect of Difference of Visual Stimuli in Photo Sharing Websites (Instagram) on Cognitive Achievement for Secondary Students in the Curriculum of computer and Information Technology

, King Abdulaziz University (Jeddah), South valley University ( Qena), Saudi Arabia ; , King Abdulaziz University, Saudi Arabia

International Journal on E-Learning Volume 18, Number 3, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

study aims to clarify the effect of the difference of visual stimuli in Photo Sharing websites (Instagram) on cognitive achievement for secondary education students in computer and information technology curriculum through the answer of the following question: What is the effect different visual stimuli in PSW (Instagram) on the cognitive achievement for secondary education students in the computer and information technology curriculum? To answer this question, two different accounts in Instagram were signed up: the first account's subject was visual stimuli (Real Visual Stimuli) and the second's was visual stimuli (Graphical Visual Stimuli). The sample was (60) students of Al-Hateem Secondary School in Jeddah. The sample has been divided into two homogeneous groups. The first has been taught using RVS, and the second has been taught using GVS. A research tool (achievement test) has been applied for the experimental groups after the confirmation of validity and reliability of the achievement test Keywords: Visual Stimuli, Real Visual Stimuli (RVS), Graphical Visual Stimuli (GVS), Photo Sharing websites (PSW), Instagram, Cognitive Achievement

Citation

Fathy, A. & Al.harb, H.H. (2019). The Effect of Difference of Visual Stimuli in Photo Sharing Websites (Instagram) on Cognitive Achievement for Secondary Students in the Curriculum of computer and Information Technology. International Journal on E-Learning, 18(3), 251-277. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 26, 2019 from .