الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The current research aims to reveal the effectiveness of adaptive smart automated conversation response patterns (user-directed/content-directed) in developing advanced programming skills among educational technology students. The research was applied to a random sample of fourth-year students in the Educational Technology Division at the Faculty of Specific Education, Zagazig University, amounting to (60) male and female students, and they were divided into two experimental groups. The descriptive survey approach and the experimental approach were used. The research tools were: the achievement test, the observation card, and the final product quality assessment card for advanced programming skills. They were applied before and after, except for the product evaluation card, which was applied after the experiment was conducted. Statistical treatment of the results of the measurement tools using the statistical analysis program (SPSS V22). The results of the study revealed that there were statistically significant differences between the scores of the students of the two experimental groups in the pre- and post-applications. However, the second experimental group (content-oriented style) excelled in the post-application over the experimental group. The first (the user-directed pattern), which demonstrated the effectiveness of the proposed intelligent adaptive automated conversational response patterns environment in developing advanced programming skills, and the research ended by presenting a set of recommendations and proposals drawn from its results.