نمط المحادثة القائمة على الذكاء الاصطناعي ومستويات السعة العقلية وأثره في تنمية مهارات التحول الرقمي ومستوى التقبل التكنولوجي لدى طلبة كلية التربية
The present study sought to investigate the interaction between the conversation style based on artificial intelligence (Chatbots) and the mental capacity levels and its impact on developing of digital transformation skills and technological acceptance among students at the Faculty of Education. The study used the experimental approach with its semi-experimental design, with four experimental groups, which relies on applying the study tools beforehand, then conducting the experimental treatment, and then applying the study tools postally. The semi-experimental design includes an independent variable, which is: Conversation style based on artificial intelligence and levels of mental capacity, and it has four levels (text / video), (high / low) mental capacity, and the dependent variable included digital transformation skills and the level of technological acceptance. The main tools of the study were a classification test for mental capacity, an achievement test to measure the cognitive aspect of digital transformation skills, an observation card for the performance aspect of skills, and a measure of technological acceptance. The final study group consisted of (56) students from the Faculty of Education, Suez Canal University, who were randomly selected. Statistical treatment methods were applied using the Statistical Programs Group for Social Sciences (SPSS), and the study found statistically significant differences between the mean scores of the students at the level of significance ≤ 0.05 in the post-measurement of the cognitive achievement test, the observation card for digital transformation skills, and the technological acceptance scale. The study recommended the adoption of the conversation style based on artificial intelligence and mental capacity levels ChatBDT as a learning requirement for Faculty of Education students before their graduation to raise their efficiency above the minimum level of possession of digital skills to be a teacher capable of dealing with technological innovations in schools. (Author’s abstract)