| Abstrakt: |
The new context for learning during the educational crises that followed after the Covid-19 pandemic prompted the need to consider how to design digital learning resources to help students complete their educational journey, as well as to face the psychological pressures resulting from any emergency educational crisis. Based on this, the current research aimed to determine the impact of augmented reality technology on the psychological resilience of secondary school students during some educational crises that lead to disruption of going to educational institutions. The semi-experimental approach was used to design the experimental treatment and study the significance of the differences between the experimental group that used educational tasks based on augmented reality and the control group that used regular educational tasks without augmented reality. The research sample consisted of sixty first year secondary students, who were distributed randomly into the two research groups. A quantitative tool was developed, represented in the psychological resilience scale, which consisted of five axes, including thirty items. The quantitative results showed the superiority and effectiveness of educational tasks based on augmented reality technology in developing psychological resilience and its sub-axis of flexibility, facing challenges, personal competence, social support, and values. The research recommended the need to train teachers to use augmented reality techniques to enhance and improve psychological variables while providing educational content through digital technologies. [ABSTRACT FROM AUTHOR] |
