الفهرس 
قائمة المحتوياتيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The aim of this research is to uncover the design of an adaptive learning environment (individual - group preferences) based on widespread learning applications to develop object-oriented programming skills among students of higher institutes. The researcher presented the research problem, its importance, assumptions, methodology, tools, and steps, and the theoretical foundations of the research were presented in four axes, namely: The first axis: the adaptive learning environment, the second axis: the applications of diffuse learning, the third axis: object-oriented programming skills Fourth Axis: Design Models and Choosing a Design Model for Research. The researcher used the descriptive and analytical approach, the System Development Methods approach, the experimental approach with a quasi-experimental design, and this is through the application of the butcher model (El gazer, 2014). The research procedures also included a sample of 60 students (Delta Academy of Computers in Mansoura, Institute Ras Al-Bar Al-Ali in Damietta, Gezira Academy in Mokattam, Cairo) The researcher relied on two experimental groups, so that the first group included 30 students and adapted according to (educational preferences - individual), and the second group within 30 students according to the adaptation pattern (educational preferences - collective), and the study tools were represented in An achievement test to measure the cognitive aspects of object-oriented programming skills, a note card to measure the performance aspects of the object-oriented programming skills, and the researcher applied the appropriate statistical treatment methods using the statistical programs for social sciences Spss 20. The current research reached the following results: 1- There are statistically significant differences at the level (0.05) between the first experimental group grades in the pre and post application of the achievement test in favor of the post application. 2- There are statistically significant differences at the level (≤0.05) between the grades of the second experimental group in the pre and post application of the achievement test and in favor of the post application. 3- There are statistically significant differences at the level (0.05) between the grades of students of the first and second experimental groups and the control group in the post application of the achievement test in favor of the second group. 4- There are statistically significant differences at (0.05) between the first experimental group scores in the pre and post application of the observation card in favor of the post application. 5- There are statistically significant differences at the level (0.05) between the grades of the second experimental group in the pre and post application of the observation card in favor of the post application. 6- There are statistically significant differences at the level (0.05) between the grades of students of the first and second experimental groups and the control group in the post application of the observation card in favor of the second group.