تصميم بيئة تعلم رقمية قائمة على تطبيقات الذكاء الاصطناعي لتنمية بعض مهارات التدريس الرقمية والتقبل التكنولوجي لدى الطلاب المعلمين بكلية التربية جامعة الأزهر

Abstract EN

The research aimed to design a digital learning environment based on artificial intelligence applications, and measure its impact on cognitive achievement and practical performance related to digital teaching skills, and the level of technological acceptance of student teachers at the faculty of education, al-Azhar university.

to achieve this goal, the digital teaching skills to be developed for student teachers at the faculty of education have been identified.

also the criteria for designing a digital learning environment based on artificial intelligence applications were determined.

the experiment was conducted on a random sample of (60) students from the fourth year of the (geography) division at the faculty of education in Dakahlia - al-Azhar university.

the sample was divided into two experimental groups.

the first group studied educational content in a digital learning environment while receiving visual support from an interactive Chatbot.

however, the second group studied the educational content in the digital learning environment while receiving audiovisual support from an interactive Chatbot.

the research used three research tools (cognitive achievement test related to skills-performance observation card for those skills-technological acceptance scale), after applying the research tools before and after, and applying the program to the sample members, several results were reached, the most important of which are: there is a statistically significant difference between the average scores of the sample students as a whole in the pre-and post-application of the cognitive achievement test, the practical performance observation card related to digital teaching skills, and the level of technological acceptance in favor of the post-application, this confirms the effectiveness of the digital learning environment based on artificial intelligence applications in increasing cognitive achievement, practical performance, and the level of technological acceptance.

the results of the research also indicated a statistically significant difference between the average scores of the first experimental group, (which studied educational content in the digital learning environment while receiving visual support from the interactive Chatbot), and the second experimental group, (which studied educational content in a digital learning environment while receiving audiovisual support from an interactive Chatbot) on cognitive achievement and practical performance related to digital teaching skills, in favor of the second experimental group, the results also indicated that there were no statistically significant differences between the two experimental groups on the technological acceptance scale, and these results confirm the importance of digital learning environments based on artificial intelligence applications in developing cognitive achievement and practical performance of skills.