The impact of augmented reality technology on creative thinking skills improvement in Arabic language of 5^th grade female students

This study aimed to test the impact of augmented reality technology on improving the creative thinking skills in the Arabic language of basic fifth grade female students. For this purpose, the study adopted a quasi-experimental approach that is based on designing the experimental and control groups. The experimental group consisted of 35 students and the control group consisted of 33 students from two different schools. The researchers, to this end, prepared three research materials and one tool. The materials represented in: Augmented reality technology, a list of creative thinking skills and a guide for the teacher in the steps of teaching according to augmented reality technology. The tool included a test of creative thinking skills. The researchers have verified the validity of materials and tool by presenting them to several of validators and verified the reliability of tool using the appropriate statistical treatments; the percentage of reliability of the test to the Pearson coefficient was 0.90. The results showed that there was a statistically significant difference between the mean scores of both experimental and control groups in the creative thinking skills test in favor of the experimental group (α ≤ 0.001). Therefore, the researchers recommended the need to pay attention to the improvement of creative thinking skills in the Arabic language through modern teaching techniques such as the current technology. The researcher suggested conducting studies to reveal the effect of augmented reality technology on improving other thinking skills in the Arabic language and in different study stages