The Effect of the Interaction Between the Source of Support (Human/Intelligent) in a Ubiquitous E-Learning Environment and Personality Type (Extroverted/Introverted) on Developing Digital Fluency Skills and Attitude toward the Learning Environment Among Pre-Service Teachers

The current study aimed to investigate the effect of the interaction between the source of support (human/intelligent) in a ubiquitous e-learning environment and personality type (extroverted/introverted) on developing digital fluency skills and the attitude toward the learning environment among pre-service teachers. To achieve this goal, the researcher employed both the descriptive and experimental approaches using a 2×2 factorial design. The research tools included: An achievement test to assess the cognitive aspect of digital fluency skills, A product evaluation rubric to assess the performance aspect of digital fluency skills, A scale measuring the attitude toward the ubiquitous e-learning environment. These tools were applied to a sample of 160 first-year chemistry students from the Faculty of Education – Alexandria University. The students were randomly assigned to four experimental groups, with (40) students in each group.
The results of the study revealed the following: There was a statistically significant difference at the level of ≤ 0.05 between the mean scores of the two support-source groups in the post-test, in favor of the human support source, regarding both the cognitive aspect of digital fluency skills (specifically in digital mind mapping) and the attitude toward the ubiquitous learning environment. There was a statistically significant difference between the mean scores of introverted and extroverted personality types in the post-test, regardless of the source of support, in favor of the introverted personality in the cognitive aspect of digital fluency skills (digital mind mapping).There was no statistically significant difference between the mean scores of the support groups in the post-test for the performance aspect of digital fluency skills attributable to the support source. A statistically significant difference was found in favor of the extroverted personality in the performance aspect of digital fluency skills (digital mind mapping) and in the attitude toward the ubiquitous learning environment, regardless of the support source. There were no statistically significant differences at the level of ≤ 0.05 in the post-test scores due to the interaction between the source of support (human/intelligent) and personality type (extroverted/introverted) for either the cognitive or performance aspects of digital fluency skills, or for the attitude toward the ubiquitous learning environment. The study concluded with several recommendations and suggested future research directions, including Designing electronic learning environments based on the interaction between the source of support (human/intelligent) and personality type (extroverted/introverted) for pre-service teachers in faculties of education. Activating such environments to develop digital fluency skills and promote positive attitudes toward ubiquitous e-learning environments. Investigating the impact of different types of electronic support sources on digital fluency development, technological acceptance, and digital intelligence