التفاعل بين نمط ممارسة الأنشطة (موزعة / مركزة) في بيئة الفصول الافتراضية ومستوى تجهيز المعلومات (سطحي / عميق) وأثره في تنمية مهارات برمجة الذكاء الاصطناعي وخفض التجول العقلي لدى طلاب تكنولوجيا التعليم
The aim of this research was to find out the effect of the interaction between the pattern of activities practice (Distributed/Mass) in the virtual classroom environment and the level of information processing (Slow/Deep) and its impact on developing artificial intelligence programming skills and reducing mental wandering among instructional technology students. The research was applied to a random sample of students in the third Department of instructional Technology, Faculty of Specific Education, Mansoura University, amounted to (138) male and female students, and they were divided into four experimental groups. The research used the Descriptive analytical method, the experimental approach and the factorial quasi-experimental design (2×2), and the research tools were: an Achievement test to measure the cognitive dimension of artificial intelligence programming skills, an Observation Checklist to measure the performance dimension of artificial intelligence programming skills, a Mind Wandering scale, and a scale of processing Information levels (prepared by the two researchers), The experiment was applied and the results were analyzed using appropriate statistical techniques using SPSS statistical package for the social sciences. The current research reached several results: There are statistically significant differences in the post application of each of the achievement test and the observation checklist in favor of the distributed activities practice pattern, and there are statistically significant differences in the post-application of the Mind- Wandering Scale in favor of the Mass activities practice pattern, and there were statistically significant differences in the post application of each of the achievement test, observation checklist, and mind wandering scale in favor of the level of deep information processing. The results also showed an interaction effect between the pattern of practicing activities and the level of information processing in the post application of each of the achievement test and the observation checklist in favor of the distributed practice pattern with the level of deep information processing, and there was an interaction effect between the pattern of practicing activities and the level of information processing in the post application of the Wandering scale in favor of the Mass practice pattern with deep information processing level. (Published abstract)